A full-body interactive videogame used as a tool to foster social initiation conducts in children with Autism Spectrum Disorders / Maria Angeles MAIRENA in Research in Autism Spectrum Disorders, 67 (November 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 67 (November 2019) . - p.101438 Titre : A full-body interactive videogame used as a tool to foster social initiation conducts in children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Maria Angeles MAIRENA, Auteur ; Joan MORA-GUIARD, Auteur ; Laura MALINVERNI, Auteur ; Vanesa PADILLO, Auteur ; Lilia VALERO, Auteur ; Amaia HERVAS, Auteur ; Narcis PARES, Auteur Article en page(s) : p.101438 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Social skills  Full-body interaction  Observational scale Index. décimale : PER Périodiques Résumé : Background Game-based interventions that involve the use of technology have shown to facilitate motivation and learning processes in children with Autism Spectrum Disorders (ASD). The purpose of this observational study project was to conduct a feasibility study to compare the amount of social initiation conducts performed during a full-body interaction videogame versus the amount of social initiation conducts occurred during a free-play activity in children with ASD. We hypothesized that the videogame could elicit a higher number of these conducts and therefore could be proposed as a tool to promote social initiation skills. Method A total of 15 children (ages 4–6) participated in four sessions with two sections: playing with the videogame Pico’s Adventure and free play time. Social skills conducts were codified according to an observational scale. Results Results show that the videogame elicited more social initiation conducts than free play in children with ASD when they were playing alone or playing with a peer. Furthermore, it showed to be as effective as free play in promoting social initiation while playing with parents. The videogame was also effective in reducing repetitive behaviors and increasing gestures. Conclusions Considering all these results, the videogame could be considered as an appropriate tool to foster social behaviors but future work is needed in order to obtain further data that supports this hypothesis. Finding new attractive types of treatment would be useful to complement more traditional therapies. En ligne : https://doi.org/10.1016/j.rasd.2019.101438 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] A full-body interactive videogame used as a tool to foster social initiation conducts in children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Maria Angeles MAIRENA, Auteur ; Joan MORA-GUIARD, Auteur ; Laura MALINVERNI, Auteur ; Vanesa PADILLO, Auteur ; Lilia VALERO, Auteur ; Amaia HERVAS, Auteur ; Narcis PARES, Auteur . - p.101438. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101438 Mots-clés : Autism Spectrum Disorder  Social skills  Full-body interaction  Observational scale Index. décimale : PER Périodiques Résumé : Background Game-based interventions that involve the use of technology have shown to facilitate motivation and learning processes in children with Autism Spectrum Disorders (ASD). The purpose of this observational study project was to conduct a feasibility study to compare the amount of social initiation conducts performed during a full-body interaction videogame versus the amount of social initiation conducts occurred during a free-play activity in children with ASD. We hypothesized that the videogame could elicit a higher number of these conducts and therefore could be proposed as a tool to promote social initiation skills. Method A total of 15 children (ages 4–6) participated in four sessions with two sections: playing with the videogame Pico’s Adventure and free play time. Social skills conducts were codified according to an observational scale. Results Results show that the videogame elicited more social initiation conducts than free play in children with ASD when they were playing alone or playing with a peer. Furthermore, it showed to be as effective as free play in promoting social initiation while playing with parents. The videogame was also effective in reducing repetitive behaviors and increasing gestures. Conclusions Considering all these results, the videogame could be considered as an appropriate tool to foster social behaviors but future work is needed in order to obtain further data that supports this hypothesis. Finding new attractive types of treatment would be useful to complement more traditional therapies. En ligne : https://doi.org/10.1016/j.rasd.2019.101438 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Structuring collaboration: Multi-user full-body interaction environments for children with Autism Spectrum Disorder / Ciera CROWELL in Research in Autism Spectrum Disorders, 58 (February 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 58 (February 2019) . - p.96-110 Titre : Structuring collaboration: Multi-user full-body interaction environments for children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ciera CROWELL, Auteur ; Joan MORA-GUIARD, Auteur ; Narcis PARES, Auteur Article en page(s) : p.96-110 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  ASD  Full-body interaction  Collaboration  Digital technologies Index. décimale : PER Périodiques Résumé : Background Collaboration is an interpersonal process which builds upon social skills and mutual understanding. Due to characteristic social challenges, children with Autism Spectrum Disorders may benefit from structured collaborative virtual environments that offer adequate conditions to practice communication and social behaviors with other users. This paper provides an overview of methods to structure collaboration in multi-user technologies for autism. Methods Outcomes are highlighted from two full-body interaction collaborative systems which were tested to foster social behaviors in children with ASD while playing with peers. The first system, which presented an enforced collaboration paradigm, was tested with 15 users, aged from 4 to 6, who played 4 sessions of 30 minutes each. The second system presented an encouraged collaboration paradigm tested with 10 users, aged from 10 to 14, who played 3 sessions of 15 minutes each. Results In both settings we observed a significant increase in social and collaborative behaviors. Controlled mechanisms may have contributed to differences in game experiences between the two paradigms, including specialized game mechanics, shared goals, narrative formation, user roles, and clear visibility of others actions. Conclusions Our application of this classification framework is novel in the field of interactive technologies for autism, as we identify the nature of various methods which are used to structure collaboration, and how those affect user behavior. In formalizing these methodologies within the field of full-body interaction, we draw out knowledge that could be useful to designers of technologies for autism based on observations of related projects and our work. En ligne : https://doi.org/10.1016/j.rasd.2018.11.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Structuring collaboration: Multi-user full-body interaction environments for children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ciera CROWELL, Auteur ; Joan MORA-GUIARD, Auteur ; Narcis PARES, Auteur . - p.96-110. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.96-110 Mots-clés : Autism spectrum disorders  ASD  Full-body interaction  Collaboration  Digital technologies Index. décimale : PER Périodiques Résumé : Background Collaboration is an interpersonal process which builds upon social skills and mutual understanding. Due to characteristic social challenges, children with Autism Spectrum Disorders may benefit from structured collaborative virtual environments that offer adequate conditions to practice communication and social behaviors with other users. This paper provides an overview of methods to structure collaboration in multi-user technologies for autism. Methods Outcomes are highlighted from two full-body interaction collaborative systems which were tested to foster social behaviors in children with ASD while playing with peers. The first system, which presented an enforced collaboration paradigm, was tested with 15 users, aged from 4 to 6, who played 4 sessions of 30 minutes each. The second system presented an encouraged collaboration paradigm tested with 10 users, aged from 10 to 14, who played 3 sessions of 15 minutes each. Results In both settings we observed a significant increase in social and collaborative behaviors. Controlled mechanisms may have contributed to differences in game experiences between the two paradigms, including specialized game mechanics, shared goals, narrative formation, user roles, and clear visibility of others actions. Conclusions Our application of this classification framework is novel in the field of interactive technologies for autism, as we identify the nature of various methods which are used to structure collaboration, and how those affect user behavior. In formalizing these methodologies within the field of full-body interaction, we draw out knowledge that could be useful to designers of technologies for autism based on observations of related projects and our work. En ligne : https://doi.org/10.1016/j.rasd.2018.11.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

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