Using digital technologies for the development of children with autism
DOI:
https://doi.org/10.28925/2311–2409.2023.3914Abstract
The article is devoted to the directions of using digital technologies for the development of children
with autism. The importance of digital technologies in the education and development of children with autism
spectrum disorders (ASD) has been studied. Five areas of technology in which software is developed for children
with ASD are analyzed, such as: mobile technology, robotics, virtual reality, augmented reality and mixed reality.
It was determined that the use of certain technologies should be conditioned by the requirements that different
categories of autistic children may have. Examples of five areas of application of digital technology tools aimed
at intervention, correction or training are offered. The proposed tools of digital technologies differ in that they do
not simply correct or develop certain skills in children with ASD, but rely on their existing personal characteristics,
which will ensure the effective use of these technologies.
The analysis of scientific literature made it possible to conclude that a psychological and pedagogical feature
of teaching children with autism is the need to take into account their specific needs and abilities of students.
The main features are the need to develop social and communication skills, among which the development
of social interaction skills with peers is very important. At the level of theoretical generalization, it was determined
that the use of ICT for teaching children with autism allows you to use current developments in the field of IT and
improve the processes of socialization of a child with special needs, his social skills and, in particular, the skills
of interacting with peers.It was determined that it is appropriate to use innovative methods that use such learning
technologies as computer technologies designed for PCs, mobile and communication devices (smartphones,
tablets, etc.) with appropriate software applications, robots, augmented, virtual or mixed reality technologies
and others that will help children with autism learn and develop social interaction skills.
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References
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Billard, A., Robins, B., Dautenhahn, K., & Nadel, J. (2006). Building Robota, a Mini-Humanoid Robot
for the Rehabilitation of Children with Autism. RESNA Assistive Technology Journal, 19 (1).
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Disorders. ICELW, June 10th-12th, 123–7.
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com/318-2/.
Dautenhahn, K., Woods, S., Kaouri, C., Walters, M. L., Koay, K. L., & Werry, I. (2005). What is a Robot
Companion — Friend, Assistant or Butler? Proc. IROS 2005, IEEE IRS/RSJ International Conference
on Intelligent Robots and Systems. Canada, Edmonton, Alberta, August 2-6, 1488-93.
Davis T. N., O’Reilly M., Kang S., Lang R., Rispoli M., Sigafoos J., & Mulloy A. (2013). Chelation
treatment for autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 7.
-55.
Didehbani, N., Allen, T., & Kandalaft,M. (2016). Virtual Reality Social Cognition Training for children
with high functioning autism. Computers in Human Behavior. 62. 703–11.
Ehrlich, J. & Miller, J. (2022). A Virtual environment for teaching social skills: AViSSS. Retrieved from:
https://www.sciencedirect.com/science/article/pii/S1750946713000640?%20via%3Dihub
Fletcher-Watson, S. (2022). Targeted Review of Computer-Assisted Learning for People with Autism
Spectrum Disorder. Retrieved from: https://link.springer.com/article/10.1007/s40489-013-0003-4
Guazzaroni, G. (2022). Virtual Reality. Retrieved from: http://www.giulianaguazzaroni.net/
Parisod, H., Pakarinin, A., Kauhanen, L., Aromaa ,M., & Leppanen, V. (2014). Promoting children’s
health with digital games. Games for Health Journal: Research, Development, and Clinical Applications,
, 3(3), 145-53.
Ravindran, V. (2022). Immersive Virtual Reality as a Tool to Improve Police Safety in Adolescents and
Adults with ASD. Retrieved from: http://grantome.com/grant/NIH/R42-MH115539-02
Robins, B., Ferrari, E., Dautenhahn, K., & Kronrief, G. (2010). Human-centred design methods:
Developing Scenarios for Robot Assisted Play Informed by User Panels and Field Trials. Internati onal
Journal of Human-Computer Studies IJHCS, 68, 873-98.
Robins, B., Dautenhahn, K., Boekhorst, R. T., & Billard A., (2005). A. Robotic assistants in therapy and
education of children with autism: can a small humanoid robot help encourage social interaction skills?
Universal Access in the Information Society, 4(2). 105–20.
Tanaka, J. W., Wolf, J. M., & Klaiman, C. (2012). The perception and identification of facial emotions
in individuals with Autism Spectrum Disorders using the Let’s Face It! Emotion Skills Battery. J Child
Psychol Psychiatry, 53(12), 1259–67.
Werry, I., & Dautenhahn, K. (2007). Human-Robot Interaction as a Model for Autism Therapy:
An Experimental Study with Children with Autism. Modeling Biology: Structures, Behaviors, Evolution.
Theoretical Biology. Vienna Series (рр. 283–99). Vienna: MIT Press.
