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					Authors                         Title                             Type of Paper

                                Collaborative Virtual             Conference
                                Environment Technology for
                                People with Autism
Cheng et al, 2005
                                MOSOCO: A Mobile Assistive        Conference
                                Tool to Support Children with
                                Autism Practicing Social Skills
                                in Real-Life Situations

Escobedo et al, 2012
                                The Apple iPod Touch as a         Research Article, case study
                                vocational support
                                aid for adults with autism: Three
                                case studies
Gentry et al, 2012
                                Systemizing empathy: Teaching Research Article
                                adults with
                                Asperger syndrome or high-
                                functioning
                                autism to recognize complex
                                emotions using
Golan & Baron-Cohen, 2006
                                interactive multimedia
Hourcade, Bullock-Rest, &       Multitouch tablet applications Research Article, case study
Hansen, 2012                    and activities to enhance the
                                social
                                skills of children with autism
                                spectrum disorders



                                Developing social interaction    Research article
                                and understanding in individuals
                                with
                                autism spectrum disorder: A
                                groupwork intervention
Mackay, Knott, & Dunlop, 2007
                                Using tangible user interfaces in Research Article
                                computer-based training
                                systems
                                for low-functioning autistic
Sitdhisanguan et al, 2012       children
Population Sample Sample Reliabilit Validity Subject Area Type              Lit      Themes
           Size    Desc   y                                                 Review
1, 2, 3         10      0          0       0     Emotions 1, 2              OK       Emotions,
                                                                                     use of
                                                                                     Avatars

          1     15       1         1       1            Social 1, 3         OK       social
                                                   interaction                       interactio
                                                                                     n, digital
                                                                                     tools



Adult            3       2                     workplace                1 ok         workplace
                                                                                     ,
                                                                                     autonomy
                                                                                     ,
                                                                                     communi
                                                                                     cation,
adult           45       2         0       1 social skills              3 ok         voice
                                                                                     tasks
                                                                                     recognitio
                                                                                     n,
                                                                                     emotional
                                                                                     concepts
                                                                                     recognize
                                                                                     d
1, 2            26       1         0       0 social skills              1 ok         social
                                                                                     skills,
                                                                                     collaborati
                                                                                     on, social

                                                                                     interactio
                                                                                     n, pro-
                                                                                     social
1, 2, 3         46       2         1       0 social skills,   1, 2, 3       OK       social
                                                                                     behaviour
                                               perspective                           skills,
                                               taking                                friendship
                                                                                     skils,
                                                                                     emotions,

                                                                                     perspectiv
          1     12       2         0       0 ease of use,               3            technolog
                                                                                     es
                                               technology                            y, touch,
                                                                                     ease of
                                                                                     use,
                                                                                     motor
                                                                                     skills
Type of App Learning           Other   Purpose of the Paper

Collaborative                          “How might the participants with autism operate their
Virtual                                own avatar to convey their emotions to others?”
Environment

Social        behaviouristic           using a mobile social compass to increase self-awareness
interaction -                          and proper social standards in interactions for students with
provides cues                          autism




iPad standard                          focus on adults with ASD, how to increase autonomy in the
apps, VoCal,                           workplace using Apple iPod
Storykit,
Simply Being


"Mind                                  Compared the effect of using Mind Reading software at
Reading"                               home versus not using the software, using mind reading
                                       software with a tutor versus only attending tutor sessions




multi-touch                            How the use of multi-touch devices can increase social
apps                                   skills in children with autism spectrum disorder




None, group                            Looking at group collaboration with activities and games for
work and                               children who had ASD, how that effects their social skills,
games                                  emotions, and perspective taking




                                       Looks at the ease of use between different interaction
                                       styles, a mouse vs. tangible user interface in computer
                                       based training for low-functioning autisitic students
Full Text Citation

Moore, D., Cheng, Y., McGrath, P., & Powell, N. J.
(2005). Collaborative virtual environment technology for
people with autism. Focus on Autism and Other
Developmental Disabilities, 20(4), 231-243.
Escobedo, L., Nguyen, D. H., Boyd, L., Hirano, S.,
Rangel, A., Garcia-Rosas, D., ... & Hayes, G. (2012,
May). MOSOCO: a mobile assistive tool to support
children with autism practicing social skills in real-life
situations. In Proceedings of the 2012 ACM annual
conference on Human Factors in Computing Systems
(pp. 2589-2598). ACM.
Gentry, T., Lau, S., Molinelli, A., Fallen, A., & Kriner,
R. (2012). The Apple iPod Touch as a vocational
support aid for adults with autism: Three case studies.
Journal of Vocational Rehabilitation, 37(2), 75-85.


Golan, O. F. E. R., & Baron-Cohen, S. (2006).
Systemizing empathy: Teaching adults with Asperger
syndrome or high-functioning autism to recognize
complex emotions using interactive multimedia.
Development and psychopathology, 18(2), 591.


Hourcade, J. P., Bullock-Rest, N. E., & Hansen, T. E.
(2012). Multitouch tablet applications and activities to
enhance the social skills of children with autism
spectrum disorders. Personal and ubiquitous
computing, 16(2), 157-168.



Mackay, T., Knott, F., & Dunlop, A. (2007). Developing
social interaction and understanding in individuals with
autism spectrum disorder: A groupwork intervention.
Journal of Intellectual & Developmental Disability,
32(4): 279-290. doi: 10.1080/13668250701689280

Sitdhisanguan, K., Chotikakamthorn, N., Dechaboon,
A., & Out, P. (2012). Using tangible user interfaces in
computer-based training systems for low-functioning
autistic children. Pers Ubiquit Comput, 16: 143-155.
doi: 10.1007/s00779-011-0382-4
Authors                     Theme             SubTheme      Key Details Discussed
Gentry et al, 2012

                                                            After becoming familiar with the Apple iPod applications, one participant stopped demonstarting
                            Anxiety
                                                            self-calming behaviours at work


Gentry et al, 2012

                                                            One participant made use of the clocks, phone, and notes to help reduce anxiety with bus
                            Anxiety
                                                            schedules


Gentry et al, 2012                                          The use of scheduling and task reminders provided a well-maintained and clear schedule that
                            Anxiety
                                                            reduced outbursts in one invididual
                                                            By using the Apple iPod applications, one participant was able to complete his daily jobs
Gentry et al, 2012          Autonomy
                                                            without the help of his job coach
Gentry et al, 2012                                          By using applications like clock and notes, the participant was able to switch from one task to
                            Autonomy
                                                            the next without supervision
Gentry et al, 2012                                          One participant was able to work independently after making use of videos, audio notes, and the
                            Autonomy
                                                            clocks app to help with problem-solving, task management and anxiety
Gentry et al, 2012                                          The use of Storykit, customization of calendars, and VoCal, allowed one participant to work
                            Autonomy
                                                            independently, despite an inability to read
Gentry et al, 2012                                          During a week where one participant lost their device, outbursts as well as calls to their job-
                            Autonomy
                                                            coach increased. After the device was replaced, the individual was able to restore their
Hourcade, Bullock-Rest, &                                   Students would
                                                            independence participate more in activities where they excelled, providing a safe space for
                            Autonomy          Self-esteem
Hansen, 2012                                                exploration and an opportunity to build one's confidence
Sitdhisanguan et al, 2012   Characterisitcs Diagnosis       "Autism is a disorder of brain function that typically appears early in life before the age of three"
Cheng et al, 2005                                          "A person with an autistic spectrum disorder is likely
                            Characteristics
                                                           to display the following ‘triad of impairments’ to
Cheng et al, 2005                                          "Recent studies have suggested that people
                            Characteristics Theory of mind varying degrees: a difficulty with social interaction
                                                           with autism also have an impairment of all
                                                           (impaired relationships), a difficulty with the aspects of
Hourcade, Bullock-Rest, &                                  Introducing ASD children to technologies will allow
                                                           fundamental human ability non-verbal), and rigidity researchers to get a better understanding of
                            Characteristics Understanding communication (verbal andto ‘mind-read’ (Theory ofof
Hansen, 2012                                               Mind) which underpins theirto society as well as [5].
                                                           how they are able to relate triad of impairments insight into how their mind is working
                                                           thought."
Sitdhisanguan et al, 2012   Ease of Use     Motor Skills
                                                           Students did better on the task self-recognition and
                                                           Additionally, the development ofthat required them to touch the response rather than point a
                                                           mouse
                                                           self-awareness of people with autism may also be
Cheng et al, 2005           Emotions        Recognition
                                                           80% of [6]."students performed well in recognizing and operating the avatar representations in
                                                           limited the
                                                           the communication process
                                                           After using Mind Reading at home, the participants significantly improved their ability to
Golan & Baron-Cohen, 2006   Emotions        Recognition
                                                           recognize complex emotions from faces and voices
Golan & Baron-Cohen, 2006   Emotions        Recognition    Participants who used the Mind Reading software as well as working with a tutor, improverd
                                                           "MOSOCO can help students learn by repetition, in keeping with many other therapies for
Escobedo et al, 2012        Learning        Behaviourism significantly more than individuals who only had access to a tutor when recognizing voices and
                                                           children with autism"
                                                           emotions
                                Social
Escobedo et al, 2012                          Engagement      Students using MOSOCO, overall found it to be useful, fun, and helpful
                                Interaction
                                Social
Escobedo et al, 2012                          Ease of use     Students found the program easy to use, as they required minimal training
                                Interaction
                                Social                        Students, both Autistic and NT, stated that they would like to use MOSOCO for longer periods
Escobedo et al, 2012                          Engagement
                                Interaction                   of time in their own everyday lives
                                Social                        Students would prefer more sophisticated technology, like facial recognition as well as game-
Escobedo et al, 2012                          Engagement
                                Interaction                   based environments
                                Social
Escobedo et al, 2012                          Effectiveness   MOSOCO postively influenced student interactions with each other
                                Interaction
Escobedo et al, 2012            Social                        Practicing outside of the classroom was beneficial to students with Autism, as it helped
                                              Confidence
                                Interaction                   increase their confidence
Escobedo et al, 2012            Social
                                              Effectiveness   Students with Autism had 56% fewer social "missteps" when using MOSOCO
                                Interaction
Escobedo et al, 2012            Social
                                              Effectiveness   When using MOSOCO, the time a student remained in a social misstep decreased by 76%
                                Interaction
Escobedo et al, 2012            Social                      When using MOSOCO, interactions between all students (both autistic and NT) increased by
                                              Effectiveness
                                Interaction                 56%
Hourcade, Bullock-Rest, &       Social                      Students who used technology when communication were able to have more meaningful
                                              Communication
Hansen, 2012                    Interaction                 discussions with others than without the use of technology
                                Social                      After being involved in a collaborative intervention, parents rated their children as having
Mackay, Knott, & Dunlop, 2007                 social skills
                                Interaction                 increased social skills
Mackay, Knott, & Dunlop, 2007   Social        social skills Students who participated in the groupwork treatment, also stated that there was a positive
Mackay, Knott, & Dunlop, 2007   Social
                                Interaction   Groupwork     increase in a group envionment had a postive impact on social skills and persective taking with
                                                            Working their social skills
                                Interaction                 children who have ASD

				
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posted:5/25/2014
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