Uso de las TIC en el Trastorno de Espectro Autista: aplicaciones

Guillén, Susana García; Rojas, Daniel Garrote; Fernández, Sara Jiménez

doi:10.21071/edmetic.v5i2.5780

Cited by 18 publications

(14 citation statements)

References 2 publications

(2 reference statements)

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“…The first was with the search term "autismo" in Spanish, and the second, "autism", in English, with both focused on free apps. Previous studies [22,29,[58][59][60] used app stores because they are the most popular and safest platforms for finding and downloading apps. We carried out two independent searches in order to take in the highest number of apps in both languages.…”

Section: Samplementioning

confidence: 99%

Assessment of Apps Aimed at Developing Basic Instrumental Skills in Autistic Children and Teenagers

et al. 2021

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It is crucial for families and professionals to promote basic instrumental skills in children with autism, as these skills can help with comprehensive growth and development, and are a starting point in acquiring the essential tools needed for one to live an independent and successful life, These skills include oral language, reading, writing, and mathematics. Therefore, given that ICT and mobile applications (apps) are effective tools that offer suitable content, and are designed exclusively for people with this disorder, working on these skills with apps is an interesting option that is worthy of our attention. We analyzed 88 apps that focused on these skills, through a duly validated system of indicators, calculating frequencies, percentages, measures of central tendency and dispersion, and non-parametric contrast statistics. The app search was carried out in the Google Play Store, with the keyword “autism”, in English and in Spanish. Most of the apps focused on aspects linked to oral language and reading, but few were aimed at reading and mathematics. In addition to the apps’ lack of specialization in the last two skills, the vast majority did not specify the age group for which their content was intended.

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Section: Samplementioning

confidence: 99%

Assessment of Apps Aimed at Developing Basic Instrumental Skills in Autistic Children and Teenagers

et al. 2021

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“…Es por ello que podemos deducir que se trata de un soporte no invasivo, cuyo uso podría generalizarse al grueso de la población. Dicha valoración puede relacionarse con la afinidad natural que existe entre la población TEA y el uso de la tecnología y por la capacidad adaptativa a las necesidades personales de cada sujeto (García Guillén et al, 2017;Martínez et al, 2014), siendo entornos predecibles que proporcionan mayor seguridad (Lozano- Martínez et al, 2011).…”

Section: Discussionunclassified

“…Las publicaciones de García Guillén, Garrote Rojas & Jiménez Fernández, (2017) y Martínez, Pagán & García Máiquez, (2014), focalizadas en el estudio de las TIC en el TEA, les atribuyen capacidades adaptativas a las características o necesidades personales de cada sujeto, generando tratamientos flexibles y personalizados (García Guillén et al, 2017;Martínez et al, 2014), capaces de sustentar los ritmos específicos de cada uno de ellos e individualizando la intervención. A la adaptabilidad terapéutica, cabe añadir la afinidad natural existente entre las TIC y los pacientes TEA.…”

Section: El Uso De Las Tecnologías En El Trastorno Del Espectro Autistaunclassified

“…Dicha interacción basa su naturalidad en la presencia de interfaces de contenido altamente visual que facilitan el aprendizaje, además de suponer un entorno de elevada predictibilidad, lo que refuerza la intervención anticipatoria de rutinas (Lozano-Martínez, Ballesta-Pagán, & Alcaraz-García, 2011). Otra de sus capacidades es favorecer las relaciones interpersonales mediante contextos colaborativos, reforzando la barrera en cuanto a la interacción social, además de ser una herramienta capaz de fomentar el desarrollo de la capacidad comunicativa (García Guillén et al, 2017). Son contextos controlados en los cuales el niño puede, con mayor facilidad, estructurar la información y organizarla, de modo que disminuye la variabilidad presente en los contextos reales (Moore, Cheng, Mcgrath & Powell, 2005), lo que repercute en una disminución de comportamientos de carácter disruptivo y en un aumento motivacional (Tseng & Do, 2011).…”

Section: El Uso De Las Tecnologías En El Trastorno Del Espectro Autistaunclassified

“…Si ponemos atención en la elevada tolerancia al acceso dentro de un EVI, siendo similar con independencia del grupo al que pertenecían los participantes, dicho hallazgo indica que, pueden considerarse contextos de intervención y evaluación que la población TEA entiende como seguros, lo que puede estar en consonancia con la relación natural que existe entre la tecnología y la población estudiada, ya que la consideran predecible y por tanto segura (Lehman, 1998). La elevada adaptabilidad al EVI, pudo darse por la presencia de un contenido altamente visual, lo que guarda relación con el modelo de aprendizaje del TEA, basado en contenidos donde fundamentalmente interviene el sentido de la vista (Lozano- Martínez et al, 2011), ya sea en forma de pictogramas tradicionales o de aplicaciones TIC en 2 dimensiones (García Guillén et al, 2017). El uso generalizado de la TIC, fundamentalmente en lo que a la intervención en sujetos TEA se refiere, ha experimentado un gran crecimiento desde el hace una década (Golestan et al, 2018), por lo que los participantes pudieron estar habituados al uso de dichas herramientas, no suponiendo el uso de un EVI algo tan novedoso para ellos.…”

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Tecnologías Inmersivas y medidas psicofisiológicas para la evaluación y entrenamiento de niños con Trastorno del Espectro Autista

Raya¹

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Autism Spectrum Disorder (ASD) is a complex condition that falls under the category of so-called Neurodevelopmental Disorders. It is characterized by the presence of dysfunctions in social interactions, in the communicative capacity, symbolic thinking, as well as, stereotypical behaviours and deregulation of sensorial character. Currently, given its high prevalence, it has awakened scientific interest in order to carry out earlier diagnoses that will have an impact on more effective interventions.Until now, the diagnosis of ASD has been carried out by means of standardized diagnostic batteries based on qualitative criteria, so that the response may be far from that obtained in a real context.Therefore, tools such as Virtual Reality (VR), with the potential to reproduce highly realistic environments, can be a valid context for both assessment and therapeutic intervention. Non-immersive virtual environments have been applied, given the refusal of the ASD population to use VR viewers, although with observational results. These limitations can be overcome with the use of so-called Immersive Virtual Environments (IVEs), since they represent a non-invasive technological solution, with a greater capacity for immersion and, therefore, for generating responses that are more similar to those obtained in a real context.Observational measurements can be overcome with physiological measurements, such as electrodermal activity (EDA), which provides the body's response in the form of sweating to a stimulus, or eye tracking, which shows the behaviour of the eye. Both involve implicit, unconscious and quantifiable responses, which can help define the condition.Consequently, the present Doctoral Thesis, composed of three studies, aims to unite the use of IVE, with the capacity of visual, auditory and olfactory stimulation with physiological measures, focused on the evaluation and training of ASD, as well as studying the relationships between them and the diagnostic batteries of ASD.

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Is It Possible to Improve the Learning of Children with ASD Through Augmented Reality Mobile Applications?

Romero

Macas

Harari

et al. 2020

Communications in Computer and Information Science

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At present, many researchers and software companies have created a number of mobile applications based on augmented reality that promote learning spaces in children, however, we find few studies where an intervention is carried out with this emerging technology in children with autism. This research sought to verify whether mobile applications can be used in teaching-learning processes in children diagnosed with ASD, the intervention was worked through a multidisciplinary team, which was attended by psychologists, computer engineers, parents and a ASD patient; A curricular strategy was established to verify whether the indicators: cognitive, procedural and communicative after the intervention with RA improve the ability to learn. The experience is described through a case study that shows encouraging results and to some extent promising on the use of new technologies to improve the quality of life of children with ASD.

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Uso de las TIC en el Trastorno de Espectro Autista: aplicaciones

Cited by 18 publications

References 2 publications

Assessment of Apps Aimed at Developing Basic Instrumental Skills in Autistic Children and Teenagers

Assessment of Apps Aimed at Developing Basic Instrumental Skills in Autistic Children and Teenagers

Tecnologías Inmersivas y medidas psicofisiológicas para la evaluación y entrenamiento de niños con Trastorno del Espectro Autista

Is It Possible to Improve the Learning of Children with ASD Through Augmented Reality Mobile Applications?

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