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Camilleri LJ, Maras K, Brosnan M. Effective digital support for autism: digital social stories. Front Psychiatry 2024; 14:1272157. [PMID: 38234364 PMCID: PMC10791792 DOI: 10.3389/fpsyt.2023.1272157] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/04/2023] [Accepted: 11/29/2023] [Indexed: 01/19/2024] Open
Abstract
Social Stories™ is one of the most popular interventions for autistic children and has been researched extensively. However, effectiveness data has been gathered mainly through single-participant designs which generate outcomes which can lack generalizability and social validity. Stories Online For Autism (SOFA) is a digital application which supports the development and delivery of Social Stories in a real-world setting and has the potential to contribute toward furthering (1) Social Stories research and (2) research on digital applications for autism by gathering large data sets from multiple participants. Three data sets (N = 856) were gathered through the SOFA app and were analyzed to investigate three key variables: What predicted closeness-to-goal of the Social Stories (as rated by an adult/parent/guardian, n = 568); the child's comprehension of the Social Stories (assessed by story comprehension questions, n = 127); and the child's rating of the enjoyability of the Social Stories (n = 161). A merged data set then investigated correlations between these three key variables. Age range (≤15), gender, autism diagnosis, and the child's level of language understanding were the potential predictors for these three key variables. Regression analysis indicated that parental closeness-to-goal ratings for their children were highest for children who were younger and more verbal. Regression analysis also indicated that older children scored higher in comprehension assessment, and autistic children rated the Social Stories as more enjoyable. Closeness-to-goal, comprehension scores and enjoyment ratings did not significantly correlate with each other. This is the largest study of Social Stories effectiveness, which was enabled through the collection of data through a digital app from multiple participants. The results indicate that digital social stories are particularly effective for younger verbal children. While this was the case for all children, it was particularly true for autistic children and female (and gender-diverse) children. For the first time, the gathering of large digital data sets has highlighted that while digital Social Stories can be effective for autistic males, they can be more effective for autistic females and gender-diverse autistic individuals. Thus, the SOFA app can support the investigation of the factors which influence Social Stories outcomes that are generalizable and with high social validity.
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Affiliation(s)
- Louis John Camilleri
- Centre for Applied Autism Research (CAAR), University of Bath, Bath, United Kingdom
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García-Vázquez P, Seijo-Zazo E, Vilella-Martín C, Serrano-García A, Gómez-Martínez R, Franch- Pato CM. Social cognition interventions for adolescents with autism spectrum disorder. A systematic review. ACTAS ESPANOLAS DE PSIQUIATRIA 2023; 51:167-175. [PMID: 37817736 PMCID: PMC10828853] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 07/01/2023] [Accepted: 07/01/2023] [Indexed: 10/12/2023]
Abstract
Early intervention during childhood in patients with Autism Spectrum Disorder (ASD) has been strongly advocated. As adolescence is reached, new, more complex social demands emerge. These demands require a therapeutic approach that has not been widely studied. The aim of this review is to examine and synthesize the existing literature on social cognition interventions in adolescence and lay the groundwork for future interventions.
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Affiliation(s)
| | - E. Seijo-Zazo
- Psiquiatra Hospital Universitario Central de Asturias
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Gallardo Montes CDP, Rodríguez Fuentes A, Caurcel Cara MJ. ICT training for educators of Granada for working with people with autism. Heliyon 2023; 9:e13924. [PMID: 36915522 PMCID: PMC10006459 DOI: 10.1016/j.heliyon.2023.e13924] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2022] [Revised: 02/15/2023] [Accepted: 02/15/2023] [Indexed: 02/24/2023] Open
Abstract
Background Innovative methodologies based on Information and Communication Technology (ICT) are a tested and motivating option for working with people with autism. Their use, however, should not be indiscriminatory and arbitrary, but didactic and appropriate. Objective We aimed to discover the training in ICT they had, its frequency of use, and the types of digital resources that they used. Methods We administered the questionnaire, "Demands and Potentials of ICT and Apps for Assisting People with Autism" to 310 educators in the city of Granada (Spain). The participants belonged to schools and associations that worked with people with autism. Adopting a quantitative-type study, we carried out descriptive analyses (frequencies, mean, mode, and standard deviation). Having confirmed that the data did not follow a normal distribution (Kolmogorov-Smirnov test for samples of >50 participants), we carried out non-parametric inferential and intrafactorial correlation analyses. We also calculated the effect size. Results The educators revealed that they had ICT training for working with people with autism, but not enough. This suggests that there is still a need to improve the digital competence of these professionals. Strong, direct and significant correlations were found between ICT training and the frequency with which they were used. There were also statistically significant differences according to sex, gender, age, type of institution, and type of educator. The educators who worked as Therapeutic Pedagogy teachers and those who worked in Special Education schools were shown to be more competent than the rest in educational technology applied to people with autism. Conclusions The results, which were not wholly positive since ICT training should be better and have achieved higher scores, revealed that there is a foundation in ICT education but it needs to be heightened and improved with greater knowledge and more practical experience.
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Affiliation(s)
| | - Antonio Rodríguez Fuentes
- Department of Didactic and School Organization, Faculty of Education Sciences, University of Granada, Spain
- Corresponding author.
| | - María Jesús Caurcel Cara
- Department of Developmental and Educational Psychology, Faculty of Education Sciences, University of Granada, Spain
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Wang M, Jeon M. Assistive technology for adults on the autism spectrum: A systematic survey. INTERNATIONAL JOURNAL OF HUMAN-COMPUTER INTERACTION 2023; 40:2433-2452. [PMID: 38784821 PMCID: PMC11114460 DOI: 10.1080/10447318.2022.2163568] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2022] [Accepted: 12/23/2022] [Indexed: 05/25/2024]
Abstract
While the needs and care for children on the autism spectrum have been widely investigated, the intervention and services available to autistic adults have been overlooked for a long time. This survey paper reviewed 32 articles that described and evaluated assistive technologies that have been developed and evaluated through a complete circle of interactive product design from ideation, prototype, and user evaluation. These assistive technologies aim to improve independence and living quality in autistic adults. We extracted information from the perspective of requirement gathering, technology designing, and effectiveness of evaluation in the design cycle. We found a general lack of requirements-driven design, and the evaluation process was not standardized either. The lack of requirement gathering results in designs purely based on existing literature without targeting actual user needs. Our synthesis of included paper contributes to developing iterative design considerations in assistive technologies for autistic adults. We also suggest that assistive technologies for autistic adults shift some attention from assisting only autistic adults who require at least substantial support to embracing also those who have been living independently but rather have difficulties in social interaction. Assistive technologies for them have the potentials to help them consolidate and enhance their experiences in independent living.
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Affiliation(s)
- Manhua Wang
- Virginia Tech, Blacksburg, Virginia, United States
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Functionality of Apps for People with Autism: Comparison between Educators from Florence and Granada. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19127019. [PMID: 35742268 PMCID: PMC9222948 DOI: 10.3390/ijerph19127019] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/04/2022] [Revised: 06/03/2022] [Accepted: 06/06/2022] [Indexed: 12/13/2022]
Abstract
BACKGROUND Studies on the potential of smartphone apps for people with autism are currently increasing in number, given the large digital supply available and the benefits they offer. We analyzed the opinion of educators from Florence (Italy) and Granada (Spain) regarding the benefits and applicability of apps, frequency of their use, and the type of apps used for people with autism. METHODS The study involved 1261 professionals, of whom 286 worked with apps, using a non-experimental quantitative design, descriptive and frequency statistics, parametric inferential analyses (Student's t and one-factor ANOVA), and calculation of the effect size (Cohen's d and eta squared) and intrafactorial correlations. RESULTS Statistically significant differences were observed in respect of city, sex, age, years of experience, place of work, and type of teacher. The teachers from Granada found more benefits and applicability in apps, and revealed a slightly higher usage than those from Florence. CONCLUSIONS It is an arduous but worthy task for professionals from schools and associations that work with people with autism to acquire the necessary knowledge to apply methodologies based on information and communication technology (ICT), as this will help achieve the integrated development of people with different capabilities.
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Psychometric Properties of the Questionnaire “Demands and Potentials of ICT and Apps for Assisting People with Autism” (DPTIC-AUT-Q). EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11100586] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Background: In education, Information and Communication Technology (ICT) has gone from being a convenient option to a permanent necessity. For students and people with functional diversity, it is of seminal importance. It is therefore worth learning how professionals perceive digital tools and apps for people and students with functional diversity and autism: its requirements and potential. As no instrument to measure this exists, we have designed a questionnaire on the requirements and potentials of ICT and apps for assisting people with autism (DP-TIC-AUT). Methods: Our questionnaire has been subjected to content validity using a panel of experts, and construct validity, using Exploratory Factor Analysis and Confirmatory Factor Analysis, and Cronbach’s alpha and Composite Reliability. Results: Optimal results were obtained in the above values, thus confirming the validity of DP-TIC-AUT for use in the contexts of its validation. Conclusions: DP-TIC-AUT is a valid instrument. This opens up a range of possibilities for research, firstly descriptive, then of other kinds, and for the adaptation of the instrument to other contexts. This is the first step in improving the creation and use of ICT for people with autism.
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Ntalindwa T, Nduwingoma M, Karangwa E, Rashid Soron T, Uworwabayeho A, Uwineza A. Development of a Mobile App to Improve Numeracy Skills of Children With Autism Spectrum Disorder: Participatory Design and Usability Study. JMIR Pediatr Parent 2021; 4:e21471. [PMID: 34463629 PMCID: PMC8441616 DOI: 10.2196/21471] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/16/2020] [Revised: 09/28/2020] [Accepted: 04/17/2021] [Indexed: 11/23/2022] Open
Abstract
BACKGROUND The use of information and communication technologies is transforming the lives of millions of people including children with autism spectrum disorder (ASD). However, the process of developing a user-friendly and effective mobile app needs to follow a complex standard protocol and culture-sensitive customization, and involves multiple sectors. This complex work becomes even more challenging when considering children with ASD in low- and middle-income countries as the users. OBJECTIVE This study aimed to design and develop a more intuitive mobile app to improve numeracy skills of children with ASD in Rwanda and evaluate the usability of the app. METHODS A participatory design approach was utilized in this study in which 40 children with ASD, 5 teachers, and 10 parents of children with ASD participated in focus group discussions (FGDs) and usability testing. A narrative literature review was performed to explore existing mobile apps and compare previous studies to design the questions for FGD and facilitate a framework for designing the app. The agile methodology was used to develop the mobile app, and the heuristics evaluation method was used to test and evaluate the usability of the initial version of the app to improve its functionalities. The interviews were recorded, transcribed, and analyzed following the guidelines of the qualitative narrative analysis (QNA) method. RESULTS During the FGDs the respondents shared their need for a mobile app in teaching and learning numeracy for children with ASD and pointed to possibilities of integrating the mobile app into existing curriculum. Ten themes emerged from the FGDs and exercise of developing the mobile app. The themes were related to (1) teaching and learning numeracy for children with ASD, (2) planning and development of a mobile app for a person with ASD, (3) testing a mobile app, (4) strength of the developed app against the existing ones, (5) behavioral maintenance and relapse prevention, (6) possibilities to integrate the mobile app into the existing curriculum, (7) data protection for users, (8) social implications, (9) challenges in Rwanda, and (10) focus on future. CONCLUSIONS The community plays an important role in the planning, development, and evaluation of a mobile app for children with ASD. In this study, inputs from teachers and parents resulted in an optimally designed mobile app that can improve numeracy skills in children diagnosed with ASD to support the implementation of competency-based curriculum in Rwanda.
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Affiliation(s)
- Theoneste Ntalindwa
- School of Education, University of Rwanda - College of Education, Kayonza, Rwanda
| | - Mathias Nduwingoma
- School of Education, University of Rwanda - College of Education, Kayonza, Rwanda
| | - Evariste Karangwa
- School of Inclusive and Special Needs Education, University of Rwanda - College of Education, Kayonza, Rwanda
| | | | | | - Annette Uwineza
- School of Medicine and Pharmacy, University of Rwanda - College of Medicine and Health Sciences, Kigali, Rwanda
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Assessment of Apps Aimed at Developing Basic Instrumental Skills in Autistic Children and Teenagers. MATHEMATICS 2021. [DOI: 10.3390/math9091032] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
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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Tseng A, Biagianti B, Francis SM, Conelea CA, Jacob S. Social Cognitive Interventions for Adolescents with Autism Spectrum Disorders: A Systematic Review. J Affect Disord 2020; 274:199-204. [PMID: 32469804 PMCID: PMC7430499 DOI: 10.1016/j.jad.2020.05.134] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/16/2020] [Accepted: 05/18/2020] [Indexed: 12/21/2022]
Abstract
INTRODUCTION Autism spectrum disorder (ASD), a heterogeneous neurodevelopmental disorder, impacts social experience and functioning throughout the lifespan. Although the postnatal phase of neuroplasticity has been a focus for early interventions in ASD, a second critical period in adolescence has emerged as a promising target for experience-dependent remediation. Interventions addressing the multidimensional construct of social cognition have also shown potential as a therapeutic approach. Yet, to date, evidence-based social cognitive interventions (SCIs) designed for adolescents with ASD are still lacking. In this review, we aim to survey and synthesize the extant literature on SCIs for adolescents with ASD in order to inform next steps for treatment research. METHODS Using the PRISMA guidelines, we limited our queries to peer-reviewed, English-language journal articles describing SCI trials for adolescents with ASD using a randomized controlled design. RESULTS Eighteen articles in total met our inclusion/exclusion criteria. We present and discuss these trials using the non-exclusive categories of group-based social skills interventions, experiential-based interventions, and computer-assisted interventions. LIMITATIONS To ensure a focus on adolescence, we excluded trials with teen-age participants if mean subject age was not between 12-18 years. Also, given the variability across studies in outcome measures, study designs, samples, and effect sizes, findings were incommensurable. CONCLUSIONS Several reviewed SCIs reported post-treatment improvements in varied domains but findings were inconsistent. Further investigations of existing and novel interventions are warranted; attention to assessing and improving long-term skill transfer is essential. Technology-assisted augmentations may improve treatment efficacy and ecological validity of therapeutic gains.
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Affiliation(s)
- Angela Tseng
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis, MN, USA
| | - Bruno Biagianti
- Department of R&D, Posit Science Corporation, San Francisco, CA, USA; Department of Department of Pathophysiology and Transplantation, University of Milan, Milan, Italy.
| | - Sunday M. Francis
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis, MN, USA
| | - Christine A. Conelea
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis, MN, USA
| | - Suma Jacob
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis, MN, USA
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Oudshoorn CEM, Frielink N, Nijs SLP, Embregts PJCM. eHealth in the support of people with mild intellectual disability in daily life: A systematic review. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2020; 33:1166-1187. [PMID: 32578361 PMCID: PMC7687216 DOI: 10.1111/jar.12758] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2019] [Revised: 03/27/2020] [Accepted: 05/03/2020] [Indexed: 01/19/2023]
Abstract
BACKGROUND eHealth has recently made rapid progress in care, support and treatment. However, studies on the use of eHealth to support people with a mild intellectual disability in daily life are limited. A systematic review was conducted to provide an overview of this use of eHealth. METHODS Seven databases were searched for relevant studies and assessed according to the PRISMA guidelines. Descriptive analyses were deployed using the Matching Person to Technology model to evaluate the key areas contributing to successful eHealth use. RESULTS Most of the 46 studies included were small-scale case studies and focused on using eHealth to acquire daily living skills and vocational skills. In addition, several studies focused on eHealth use for self-support in daily living, and three studies focused on remote professional support. CONCLUSIONS eHealth offers opportunities to support people with mild intellectual disability in various different contexts of daily life. Scientific research on this topic is in its early stage, and further high-quality research is needed.
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Affiliation(s)
- Cathelijn E M Oudshoorn
- Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands.,ASVZ, Sliedrecht, The Netherlands
| | - Noud Frielink
- Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands
| | - Sara L P Nijs
- Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands
| | - Petri J C M Embregts
- Tranzo, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, The Netherlands
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