Development of symbolic play through the use of virtual reality tools in children with autistic spectrum disorders / Gerardo HERRERA in Autism, 12-2 (March 2008)  

Public ISBD [article]  inAutism > 12-2 (March 2008) . - p.143-157 Titre : Development of symbolic play through the use of virtual reality tools in children with autistic spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Gerardo HERRERA, Auteur ; Rita JORDAN, Auteur ; Francisco ALCANTUD, Auteur ; Amparo BLANQUER, Auteur ; Gabriel LABAJO, Auteur ; Cristina DE PABLO, Auteur Année de publication : 2008 Article en page(s) : p.143-157 Langues : Anglais (eng) Mots-clés : autism imagination pretend-play virtual reality Index. décimale : PER Périodiques Résumé : Difficulties in understanding symbolism have been documented as characteristic of autistic spectrum disorders (ASDs). In general, virtual reality (VR) environments offer a set of potential advantages for educational intervention in ASD. In particular, VR offers the advantage, for teaching pretend play and for understanding imagination, of it being possible to show these imaginary transformations explicitly. This article reports two case studies of children with autism (aged 8:6 and 15:7, both male), examining the effectiveness of using a VR tool specifically designed to work on teaching understanding of pretend play. The results, confirmed by independent observers, showed a significant advance in pretend play abilities after the intervention period in both participants, and a high degree of generalization of the acquired teaching in one of them. En ligne : http://dx.doi.org/10.1177/1362361307086657 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331 [article] Development of symbolic play through the use of virtual reality tools in children with autistic spectrum disorders [Texte imprimé et/ou numérique] / Gerardo HERRERA, Auteur ; Rita JORDAN, Auteur ; Francisco ALCANTUD, Auteur ; Amparo BLANQUER, Auteur ; Gabriel LABAJO, Auteur ; Cristina DE PABLO, Auteur . - 2008 . - p.143-157. Langues : Anglais (eng) in Autism > 12-2 (March 2008) . - p.143-157 Mots-clés : autism imagination pretend-play virtual reality Index. décimale : PER Périodiques Résumé : Difficulties in understanding symbolism have been documented as characteristic of autistic spectrum disorders (ASDs). In general, virtual reality (VR) environments offer a set of potential advantages for educational intervention in ASD. In particular, VR offers the advantage, for teaching pretend play and for understanding imagination, of it being possible to show these imaginary transformations explicitly. This article reports two case studies of children with autism (aged 8:6 and 15:7, both male), examining the effectiveness of using a VR tool specifically designed to work on teaching understanding of pretend play. The results, confirmed by independent observers, showed a significant advance in pretend play abilities after the intervention period in both participants, and a high degree of generalization of the acquired teaching in one of them. En ligne : http://dx.doi.org/10.1177/1362361307086657 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331

Enhancing daily living skills in four adults with autism spectrum disorder through an embodied digital technology-mediated intervention / Patricia PÉREZ-FUSTER in Research in Autism Spectrum Disorders, 58 (February 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 58 (February 2019) . - p.54-67 Titre : Enhancing daily living skills in four adults with autism spectrum disorder through an embodied digital technology-mediated intervention Type de document : Texte imprimé et/ou numérique Auteurs : Patricia PÉREZ-FUSTER, Auteur ; Javier SEVILLA, Auteur ; Gerardo HERRERA, Auteur Article en page(s) : p.54-67 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Intellectual disability  Embodied digital technology  Intervention  Daily living skills  Picture-prompting Index. décimale : PER Périodiques Résumé : Background The acquisition of daily living skills is fundamental in the education of people with Autism Spectrum Disorder (ASD), especially of those with Intellectual Disability (ID), because this can significantly contribute to their autonomy, self-confidence and overall life satisfaction. The purpose of this study was to assess the impact of an embodied Digital Technology (DT)-mediated intervention, compared to a Treatment-As-Usual (TAU) intervention, for enhancing two daily living skills: washing dishes and doing laundry. Method Four males of between 25 and 37 years old with ASD and ID participated in the study. The two interventions were based on audio and picture prompting instructional techniques aimed at helping participants to off-load cognitive work onto the environment. The DT-mediated intervention consisted of the use of a tablet connected to a lighting system. The TAU intervention consisted of the use of paper-based pictures and task strips. A reversal single-subject experimental design across participants was conducted in a day centre. Results Data showed that the DT-mediated intervention was more effective than the TAU intervention in reducing the number of educator prompts given to three of the four participants, and for diminishing the number of off-task behaviours showed by all participants during the performance of the activities. Conclusions A novel DT-mediated intervention effectively enhanced participants’ daily living skills. The major novel contribution of this work is to show that the use of a handheld device connected to a lighting system can be an effective method for the interaction and embodiment of people with ASD and ID in a real-world setting. En ligne : https://doi.org/10.1016/j.rasd.2018.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Enhancing daily living skills in four adults with autism spectrum disorder through an embodied digital technology-mediated intervention [Texte imprimé et/ou numérique] / Patricia PÉREZ-FUSTER, Auteur ; Javier SEVILLA, Auteur ; Gerardo HERRERA, Auteur . - p.54-67. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.54-67 Mots-clés : Autism spectrum disorder  Intellectual disability  Embodied digital technology  Intervention  Daily living skills  Picture-prompting Index. décimale : PER Périodiques Résumé : Background The acquisition of daily living skills is fundamental in the education of people with Autism Spectrum Disorder (ASD), especially of those with Intellectual Disability (ID), because this can significantly contribute to their autonomy, self-confidence and overall life satisfaction. The purpose of this study was to assess the impact of an embodied Digital Technology (DT)-mediated intervention, compared to a Treatment-As-Usual (TAU) intervention, for enhancing two daily living skills: washing dishes and doing laundry. Method Four males of between 25 and 37 years old with ASD and ID participated in the study. The two interventions were based on audio and picture prompting instructional techniques aimed at helping participants to off-load cognitive work onto the environment. The DT-mediated intervention consisted of the use of a tablet connected to a lighting system. The TAU intervention consisted of the use of paper-based pictures and task strips. A reversal single-subject experimental design across participants was conducted in a day centre. Results Data showed that the DT-mediated intervention was more effective than the TAU intervention in reducing the number of educator prompts given to three of the four participants, and for diminishing the number of off-task behaviours showed by all participants during the performance of the activities. Conclusions A novel DT-mediated intervention effectively enhanced participants’ daily living skills. The major novel contribution of this work is to show that the use of a handheld device connected to a lighting system can be an effective method for the interaction and embodiment of people with ASD and ID in a real-world setting. En ligne : https://doi.org/10.1016/j.rasd.2018.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

Evidence-Based Practices with Apps Directed at Core Autism / Gerardo HERRERA

Public ISBD in The SAGE Handbook of Autism and Education / Rita JORDAN Titre : Evidence-Based Practices with Apps Directed at Core Autism Type de document : Texte imprimé et/ou numérique Auteurs : Gerardo HERRERA, Auteur ; Patricia PÉREZ-FUSTER, Auteur Année de publication : 2019 Importance : p.394-405 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 in The SAGE Handbook of Autism and Education / Rita JORDAN Evidence-Based Practices with Apps Directed at Core Autism [Texte imprimé et/ou numérique] / Gerardo HERRERA, Auteur ; Patricia PÉREZ-FUSTER, Auteur . - 2019 . - p.394-405. Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

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A framework of evidence-based practice for digital support, co-developed with and for the autism community / Vanessa ZERVOGIANNI in Autism, 24-6 (August 2020)  

Public ISBD [article]  inAutism > 24-6 (August 2020) . - p.1411-1422 Titre : A framework of evidence-based practice for digital support, co-developed with and for the autism community Type de document : Texte imprimé et/ou numérique Auteurs : Vanessa ZERVOGIANNI, Auteur ; Sue FLETCHER-WATSON, Auteur ; Gerardo HERRERA, Auteur ; Matthew GOODWIN, Auteur ; Patricia PÉREZ-FUSTER, Auteur ; Mark BROSNAN, Auteur ; Ouriel GRYNSZPAN, Auteur Article en page(s) : p.1411-1422 Langues : Anglais (eng) Mots-clés : Delphi study  autism  co-development  digital support  evidence-based practice Index. décimale : PER Périodiques Résumé : Digital supports are any type of technologies that have been intentionally developed to improve daily living in some way. A wide array of digital supports (such as apps) have been developed for the autism community specifically, but there is little or no evidence of whether they work or not. This study sought to identify what types of evidence the autistic community valued and wanted to see provided to enable an informed choice to be made regarding digital supports. A consensus was developed between autistic people and their families, practitioners (such as therapists and teachers) as well as researchers, to identify the core aspects of evidence that everyone agreed were useful. In all, 27 people reached agreement on three categories for which evidence is required: reliability, engagement and the effectiveness of the technology. Consensus was also reached on four key sources of evidence for these three categories: hands-on experience, academic sources, expert views and online reviews. The resulting framework allows for any technology to be evaluated for the level of evidence identifying how effective it is. The framework can be used by autistic people, their families, practitioners and researchers to ensure that decisions concerning the provision of support for autistic people is informed by evidence, that is, 'evidence-based practice'. En ligne : http://dx.doi.org/10.1177/1362361319898331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 [article] A framework of evidence-based practice for digital support, co-developed with and for the autism community [Texte imprimé et/ou numérique] / Vanessa ZERVOGIANNI, Auteur ; Sue FLETCHER-WATSON, Auteur ; Gerardo HERRERA, Auteur ; Matthew GOODWIN, Auteur ; Patricia PÉREZ-FUSTER, Auteur ; Mark BROSNAN, Auteur ; Ouriel GRYNSZPAN, Auteur . - p.1411-1422. Langues : Anglais (eng) in Autism > 24-6 (August 2020) . - p.1411-1422 Mots-clés : Delphi study  autism  co-development  digital support  evidence-based practice Index. décimale : PER Périodiques Résumé : Digital supports are any type of technologies that have been intentionally developed to improve daily living in some way. A wide array of digital supports (such as apps) have been developed for the autism community specifically, but there is little or no evidence of whether they work or not. This study sought to identify what types of evidence the autistic community valued and wanted to see provided to enable an informed choice to be made regarding digital supports. A consensus was developed between autistic people and their families, practitioners (such as therapists and teachers) as well as researchers, to identify the core aspects of evidence that everyone agreed were useful. In all, 27 people reached agreement on three categories for which evidence is required: reliability, engagement and the effectiveness of the technology. Consensus was also reached on four key sources of evidence for these three categories: hands-on experience, academic sources, expert views and online reviews. The resulting framework allows for any technology to be evaluated for the level of evidence identifying how effective it is. The framework can be used by autistic people, their families, practitioners and researchers to ensure that decisions concerning the provision of support for autistic people is informed by evidence, that is, 'evidence-based practice'. En ligne : http://dx.doi.org/10.1177/1362361319898331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428

Using Tic-Tac software to reduce anxiety-related behaviour in adults with autism and learning difficulties during waiting periods: A pilot study / Cristina CAMPILLO in Autism, 18-3 (April 2014)  

Public ISBD [article]  inAutism > 18-3 (April 2014) . - p.264-271 Titre : Using Tic-Tac software to reduce anxiety-related behaviour in adults with autism and learning difficulties during waiting periods: A pilot study Type de document : Texte imprimé et/ou numérique Auteurs : Cristina CAMPILLO, Auteur ; Gerardo HERRERA, Auteur ; Conchi REMIREZ DE GANUZA, Auteur ; José L. CUESTA, Auteur ; Raquel ABELLÁN, Auteur ; Arturo CAMPOS, Auteur ; Ignacio NAVARRO, Auteur ; Javier SEVILLA, Auteur ; Carlos A. PARDO, Auteur ; Fabián AMATI, Auteur Article en page(s) : p.264-271 Langues : Anglais (eng) Mots-clés : anxiety-related behaviours  autism  technology  time perception Index. décimale : PER Périodiques Résumé : Deficits in the perception of time and processing of changes across time are commonly observed in individuals with autism. This pilot study evaluated the efficacy of the use of the software tool Tic-Tac, designed to make time visual, in three adults with autism and learning difficulties. This research focused on applying the tool in waiting situations where the participants exhibited anxiety-related behaviour. The intervention followed a baseline and intervention (AB) design, and a partial interval recording procedure was used to code the presence of stereotypes, nervous utterances, wandering or other examples of nervousness during the selected waiting situations. The results showed that the use of Tic-Tac resulted in lower levels of anxiety-related behaviour in all three participants, compared to the baseline, suggesting that this software may be an effective technology for helping people with autism with organisation and predictability during waiting periods. The results are discussed in terms of limitations and implications for further study. En ligne : http://dx.doi.org/10.1177/1362361312472067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Using Tic-Tac software to reduce anxiety-related behaviour in adults with autism and learning difficulties during waiting periods: A pilot study [Texte imprimé et/ou numérique] / Cristina CAMPILLO, Auteur ; Gerardo HERRERA, Auteur ; Conchi REMIREZ DE GANUZA, Auteur ; José L. CUESTA, Auteur ; Raquel ABELLÁN, Auteur ; Arturo CAMPOS, Auteur ; Ignacio NAVARRO, Auteur ; Javier SEVILLA, Auteur ; Carlos A. PARDO, Auteur ; Fabián AMATI, Auteur . - p.264-271. Langues : Anglais (eng) in Autism > 18-3 (April 2014) . - p.264-271 Mots-clés : anxiety-related behaviours  autism  technology  time perception Index. décimale : PER Périodiques Résumé : Deficits in the perception of time and processing of changes across time are commonly observed in individuals with autism. This pilot study evaluated the efficacy of the use of the software tool Tic-Tac, designed to make time visual, in three adults with autism and learning difficulties. This research focused on applying the tool in waiting situations where the participants exhibited anxiety-related behaviour. The intervention followed a baseline and intervention (AB) design, and a partial interval recording procedure was used to code the presence of stereotypes, nervous utterances, wandering or other examples of nervousness during the selected waiting situations. The results showed that the use of Tic-Tac resulted in lower levels of anxiety-related behaviour in all three participants, compared to the baseline, suggesting that this software may be an effective technology for helping people with autism with organisation and predictability during waiting periods. The results are discussed in terms of limitations and implications for further study. En ligne : http://dx.doi.org/10.1177/1362361312472067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

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