Author: admin

Patricia Pérez-Fuster – Universitat de València, Spain [ORCID: https://orcid.org/0000-0001-6525-9847]

Gerardo Herrera – Universitat de València, Spain [ORCID: https://orcid.org/0000-0002-6855-0143]

Abstract
With the rapid advance of technological developments and the ongoing increase in the number of studies that evaluate the efficacy of its use in autistic people, the need arises to do so with increasing scientific rigor and provide researchers and participants (e.g., professionals and families) in these studies with a framework that guides them in this practice. This chapter presents a ten-steps best-practice guide to successfully implement intervention studies that are aimed at improving skills in autistic people and use digital technologies. Key aspects such as selecting the most appropriate technology or applying the most suitable research design are included in the guide, which is based on the authors’ perspective to empower autistic people and professionals who work with them, with the ultimate aim of bridging the gap between science and practice. This guide is especially valid for studies aimed at autistic people who also have intellectual disability, as in every step, the needs of this vulnerable collective are considered.

Keywords: Intervention Studies; Autistic Individuals; Digital Technologies; Natural Settings; Best Practices.

Cite as: Pérez-Fuster, P., & Herrera, G. (2023). Implementing Intervention Studies with Autistic People and Digital Technologies in Natural Settings: a Guide to Best Practice. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 158-166). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p02.10

Cátia Casimiro – Lusófona University, CICANT, Portugal [ORCID: https://orcid.org/0000-0002-5606-5474]

Abstract
The following chapter aims to address the potential that assistive technologies can have in facilitating the participation of neurodivergent individuals in participatory research. Considering that their participation can help them to have meaningful participation in society, equal opportunities, advocate for their rights, show their point of view, and be valued as important and active members of society, it is crucial to have their presence when research impacts them directly. When recruiting this specific group of people is crucial to respect their self-determination and have accessibility as the front and center of the research. The use of assistive technologies can prove to be a great resource to facilitate interpersonal communication between the researchers, the consultants, and the participants, as well as to obtain informed consent or assent. Although there is some research developed about the barriers faced before, during, and after the whole research timeline, there is not enough when it comes to the role that assistive technologies can have in mitigating these barriers.

Keywords: Participatory Research; Neurodiversity; Assistive Technologies; Informed Consent; Accessibility and Inclusivity

Cite as: Casimiro, C. (2023). Enhancing Participatory Research with Neurodiverse Individuals: The Potential Role of Assistive Technologies in Facilitating Informed Consent. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 147-157). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p02.09

Saime Arslan – Department of Computer Education and Instructional Technologies, Fırat University, Türkiye [ORCID: https://orcid.org/0000-0002-0404-716X]

Abstract
The aim of this section is to examine the research on virtual reality (VR) technology used in teaching independent living skills to individuals with Autism Spectrum Disorder (ASD). Recently, an increasing number of studies have been trying to find the best way to teach independent living skills to individuals with ASD and use technology-assisted intervention methods, which is one of the effective evidence-based practices. As one of these technologies, VR can facilitate the learning of individuals with ASD due to its features such as a high degree of interaction and immersion, controlling confusing stimuli from the environment and allowing students to learn while playing. In the examination, it is seen that individuals with ASD are taught mostly driving skills, fire and hurricane protection skills, and job interview skills through VR. For this reason, it is thought that there is a need to investigate how, in which contexts and with what kind of support VR technologies will be effective and productive in teaching independent living skills to individuals with ASD.

Keywords: Virtual Reality; Independent Living Skills; Autism Spectrum Disorder; Technology-Assisted Intervention; Immersive Learning.

Cite as: Arslan, S. (2023). A Study on the Use of Virtual Reality in Teaching Independent Living Skills to Individuals with Autism Spectrum Disorder. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 137-146). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p02.08

Isabel Trancoso – LASIGE, Faculdade de Ciências, Universidade de Lisboa, Portugal [ORCID: https://orcid.org/0009-0000-5318-1691]

Soraia M. Alarcão – LASIGE, Faculdade de Ciências, Universidade de Lisboa, Portugal [ORCID: https://orcid.org/0000-0002-0794-2979]

Abstract
This chapter aims to describe how Psychomotricity can be beneficial for children with ASD through the use of ATs. We present a practical case of a seven-year-old girl whose main difficulties were establishing friendships and regulating her emotions, namely her aggressiveness. The results obtained after six months of follow-up revealed that the girl’s interactions with peers and family, her academic performance, and her ability to participate in group activities improved as her communicative skills were progressively encouraged. Although ATs were not used in this practical case, we suggest adapting the instruments used, hypothesizing that their use will be even more beneficial in intervention with children with ASD in the context of Psychomotricity.

Keywords: Assistive Technologies; Psychomotricity; Autism Spectrum Disorder; Communication Skills; Intervention Adaptation.

Cite as: Trancoso, I., & Alarcão, S. M. (2023). Assistive Technologies in Psychomotricity Sessions with Children Diagnosed with Autism Spectrum Disorder. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 130-136). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p02.07

Aditi Gandotra – Department of Personality and Health Psychology, Eötvös Loránd University; and Department of Affective Psychology, Eötvös Loránd University, Budapest, Hungary [ORCID: https://orcid.org/0000-0003-1167-0395]
Renata Cserjesi – Department of Affective Psychology, Eötvös Loránd University and Institute of
Psychology, ELTE Eötvös Loránd University, Budapest, Hungary [ORCID: https://orcid.org/0000-0001-9369-7334]

Abstract
There is an increasing demand for the identification of biomarkers and symptoms associated with Autism spectrum disorder (ASD) to enable its early detection. Substantial evidence indicates that individuals with ASD often experience motor skills impairments encompassing challenges with gross motor skills, fine motor skills, and gait-related issues. Nevertheless, conventional assessment methods for evaluating these motor skill deficits have proven ineffective for assessing children with ASD for various reasons. In view of this, the present chapter focuses on elucidating the utilization of technology-assisted approaches in the early detection of ASD. Research has demonstrated that wearable devices, video analysis, and sophisticated algorithms can deliver objective measurements, facilitate early intervention, and empower individuals with ASD. These findings highlight that technology possesses the potential to revolutionize the early detection and management of ASD, ultimately improving the quality of life for those affected by the disorder.

Keywords: Technological Innovations; Motor Impairments; Autism Spectrum Disorder; Early Detection; Wearable Devices.

Cite as: Gandotra, A., & Cserjesi, R. (2023). Technological innovations for assessing motor impairments in autism spectrum disorder. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 121-129). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p02.06

Carla Sousa – Lusófona University, CICANT, Portugal [ORCID: https://orcid.org/0000-0003-1036-963X]

Abstract
In light of the significant influence of games within contemporary society, it is crucial to examine the processes via which they include or marginalise people with diverse characteristics, in order to promote inclusivity on a broad scale. The primary objective of this chapter is to analyse Assistive Technologies (AT) in order explore the potential benefits of gaming for those who are neurodivergent, particularly those diagnosed with Autism Spectrum Disorder (ASD). In order to achieve this objective, an examination is conducted on several current ATs designed to facilitate gaming, with particular attention given to the cognitive accessibility requirements commonly encountered by these individuals. The objective of this research is to spark a discussion on the utilisation of accessible gaming and AT as ways to empower individuals on the autism spectrum, foster social inclusion, and facilitate self-representation.

Keywords: Autism; Neurodiversity; Assistive Technologies; Gaming; Diversity.

Cite as: Sousa, C. (2023). Gaming, Assistive Technologies, and Neurodiversity. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 109-120). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p02.05

Sally Whelan – Irish Centre for Autism and Neurodevelopmental Research, University of Galway, Ireland [ORCID: https://orcid.org/0000-0001-9794-6246c]
Geraldine Leader – Irish Centre for Autism and Neurodevelopmental Research, University of Galway, Ireland [ORCID: https://orcid.org/0000-0001-8719-0617]

Abstract
This chapter explores the potential for Virtual Reality (VR) technologies to enhance employment opportunities for autistic adults. The Chapter will describe VR, review the research literature and evaluate its potential benefits to autistic people. Examples of VR systems are presented that have been investigated for vocational training, along with the evidence regarding their usability and effectiveness. Recommendations are made for good design practices and future research directions.

Keywords: Autism; ASD; Social Inclusion; Assistive Technology; Vocational Training.

Cite as: Whelan, S., & Leader, G.(2023). Virtual Reality: Unlocking Employment Opportunities for Autistic Adults?. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 95-108). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p02.04

May Agius – Department of Communication Therapy, Faculty of Health Sciences, University of Malta [ORCID: https://orcid.org/0000-0003-2719-7301]

Abstract
The overall goal of this chapter is to provide some considerations for augmentative and alternative communication (AAC) assessment which could improve AAC protocols for autistic children. This is considered important as improved AAC assessment protocols could lead to improved overall AAC outcomes. A brief overview of augmentative and alternative communication (AAC) and its relevance for autistic children who are beginning communicators is provided. An overview of the AAC assessment process focussing on the Participation Model as the framework is discussed. The inclusion of sensory processing as part of the AAC assessment process is considered as a means of improving AAC assessment protocols for autistic children. Relevant research which has described the sensory processing characteristics of the participants is presented for consideration.

Keywords: AAC; Autism; AAC Assessment; Sensory Processing; Child Characteristics.

Cite as: Agius, M. (2023). Augmentative and Alternative Communication Assessment: Considerations for Autistic Children Who Are Beginning Communicators. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 85-94). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p02.03

Paulina Tsvetkova – Institute of Robotics, Bulgarian Academy of Sciences, Bulgaria [ORCID: https://orcid.org/0000-0001-5637-1925]

Abstract
This chapter explores the utilization of social robots as assistive technologies in the treatment of children and adolescents with ASD and other neurodevelopmental disorders. It has been observed that these robots provide effective and engaging experiences for such individuals and both parents and children show a positive attitude towards this technology.
In addition, parents perceive robots as more child-friendly than tablets or smartphones. That is why, the current section examines the potential of different Socially-Assistive Robots (SARs) in therapeutic sessions and presents various interactive play scenarios, designed by a team of specialists. Possible applications are explained and challenges, faced during the sessions, are pointed out. The paper also offers perspectives on the use of SARs which can create a nurturing and non-intrusive environment, leading to enhanced therapeutic results.

Keywords: Social Robots; Assistive Technologies; Autism Spectrum Disorder; Interactive Play Scenarios; Therapeutic Sessions.

Cite as: Tsvetkova, P. (2023). The Role of Social Robots as Assistive Technologies in the Treatment of Autism Spectrum Disorder and Other Neurodevelopmental Disorders: Possible Interactive Play Scenarios. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 78-84). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p02.02

Alan H. Tkaczyk – Institute of Technology, University of Tartu, Estonia [ORCID: https://orcid.org/0000-0002-9006-9321]

Cite as: Tkaczyk, A. H. (2023). PART II: Assistive Technologies, Empowerment, and Inclusion – Introduction. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 73-77). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p02.01