A Survey of ICT Tools for Communication Development in Children with ASD

Margarida Lucas da Silva, Daniel Gonçalves

2014

Abstract

Several studies using Information and Communication Technologies (ICT) have been carried out over the years, trying to solve problems related with multiple dimensions of the limitations faced by children with Autism Spectrum Disorders (ASD). It is not yet possible to conclude that the use of ICT is more beneficial than the use of alternative or traditional educational approaches for children with ASD. In this paper we are going to look at several studies related with communication development in children with ASD, with the purpose of understanding the approaches available and some of their possible results.

References

  1. Bondy, A. and Frost, L. (2001). The Picture Exchange Communication System. Behavior Modification, 25(5):725-744.
  2. Bosseler, A. and Massaro, D. W. (2003). Development and evaluation of a computer-animated tutor for vocabulary and language learning in children with autism. Journal of Autism an Developmental Disorders, 33(6):653-672.
  3. Coleman-Martin, M. B., Heller, K. W., Cihak, D. F., and Irvine, K. L. (2005). Using computer-assisted instruction and the nonverbal reading approach to teach word identication. Focus on Autism and Other Developmental Disabilities, 20(2):80-90.
  4. De Leo, G. and Leroy, G. (2008). Smartphones to facilitate communication and improve social skills of children with severe autism spectrum disorder: special education teachers as proxies. In Proceedings of the 7th International Conference on Interaction Design and Children (IDC), pages 45-48, New York, NY, USA. ACM.
  5. Gea-Megías, M., Medina-Medina, N., RodríguezAlmendros, M., and Rodríguez-Fórtiz, M. (2004). Sc@ut: Platform for communication in ubiquitous and adaptive environments applied for children with Autism. In Stary, C. and Stephanidis, C., editors, User-Centered Interaction Paradigms for Universal Access in the Information Society, volume 3196 of Lecture Notes in Computer Science, pages 50-67. Springer Berlin Heidelberg.
  6. Hailpern, J., Karahalios, K., and Halle, J. (2009). Creating a spoken impact: Encouraging vocalization through audio visual feedback in children with ASD. In Proceedings of the 27th International Conference on Human Factors in Computing Systems (CHI), pages 453-462, New York, NY, USA. ACM.
  7. Heimann, M., Nelson, K. E., Tjus, T., and Gillberg, C. (1995). Increasing reading and communication skills in children with Autism through an interactive multimedia computer program. Journal of Autism and Developmental Disorders, 25(5):459-80.
  8. Hetzroni, O. and Tannous, J. (2004). Effects of a computerbased intervention program on the communicative functions of children with Autism. Journal of Autism and Developmental Disorders, 34(2):95-113.
  9. Hetzroni, O. E. and Shalem, U. (2005). From logos to orthographic symbols: A multilevel fading computer program for teaching nonverbal children with Autism. Focus on Autism and Other Developmental Disabilities, 20(4):201-212.
  10. Hirano, S. H., Yeganyan, M. T., Marcu, G., Nguyen, D. H., Boyd, L. A., and Hayes, G. R. (2010). vSked: evaluation of a system to support classroom activities for children with autism. In Proceedings of the 28th International Conference on Human Factors in Computing Systems (CHI), pages 1633-1642, New York, NY, USA. ACM.
  11. Massaro, D. W. and Bosseler, A. (2006). Read my lips: The importance of the face in a computer-animated tutor for vocabulary learning by children with autism. Autism, 10(5):495-510.
  12. Millen, L., Hawkins, T., Cobb, S., Zancanaro, M., Glover, T., Weiss, P. L., and Gal, E. (2011). Collaborative technologies for children with autism. In Proceedings of the 10th International Conference on Interaction Design and Children (IDC), pages 246-249, New York, NY, USA. ACM.
  13. Moore, M. and Calvert, S. (2000). Vocabulary acquisition for children with Autism: Teacher or computer instruction. Journal of Autism and Developmental Disorders, 30(4):359-362.
  14. Ohene-Djan, J. (2010). Winkball for schools: An advanced video modelling technology for learning visual and oral communication skills. In 10th International Confernece on Advanced Learning Technologies (ICALT), pages 687-689. IEEE.
  15. Putnam, C. and Chong, L. (2008). Software and technologies designed for people with autism: what do users want? In Proceedings of the 10th ACM International Conference on Computers and Accessibility (ASSETS), pages 3-10, New York, NY, USA. ACM.
  16. Simpson, A., Langone, J., and Ayres, K. M. (2004). Embedded video and computer based instruction to improve social skills for students with Autism. Education and Training in Developmental Disabilities, 39(3):240- 252.
  17. Woodcock, A. and Woolner, A. (2007). Facilitating communication, teaching and learning in children with an ASD: Project spectrum. In Proceedings of the IEEE on Development and Learning (ICDL), pages 59-63. IEEE.
Download


Paper Citation


in Harvard Style

Lucas da Silva M. and Gonçalves D. (2014). A Survey of ICT Tools for Communication Development in Children with ASD . In Proceedings of the International Conference on Physiological Computing Systems - Volume 1: PhyCS, ISBN 978-989-758-006-2, pages 285-292. DOI: 10.5220/0004641202850292


in Bibtex Style

@conference{phycs14,
author={Margarida Lucas da Silva and Daniel Gonçalves},
title={A Survey of ICT Tools for Communication Development in Children with ASD},
booktitle={Proceedings of the International Conference on Physiological Computing Systems - Volume 1: PhyCS,},
year={2014},
pages={285-292},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0004641202850292},
isbn={978-989-758-006-2},
}


in EndNote Style

TY - CONF
JO - Proceedings of the International Conference on Physiological Computing Systems - Volume 1: PhyCS,
TI - A Survey of ICT Tools for Communication Development in Children with ASD
SN - 978-989-758-006-2
AU - Lucas da Silva M.
AU - Gonçalves D.
PY - 2014
SP - 285
EP - 292
DO - 10.5220/0004641202850292