![]() ![]() Emerging technologies in this area also have the potential to enhance assessment and diagnosis of autism, to understand the nature and lived experience of autism, and to help researchers conduct basic and applied research. There is great promise for the use of these technologies to enrich lives, improve the experience of interventions, help with learning, facilitate communication, support data collection, and promote understanding. ![]() The design, development, deployment, and evaluation of interactive technologies for use by and with individuals with autism have been rapidly increasing over the last few decades. This book provides an in-depth review of the historical and state-of-the-art use of technology by and for individuals with autism. ![]() Results evidenced the inclusion of different strategies to enforce or stimulate the collaboration among users, although there is a lack of resources for collaboration support as well as of studies designed specifically for individuals with severe ASD. Twenty-six studies from six electronic databases between the years 20 were selected and analyzed. This study aims to identify, using a systematic literature review, how co-located collaborative systems designed for individuals with ASD provide the users with collaboration support mechanisms to encourage the performance of collaborative activities and interaction with their partners. They often have problems with recognizing and interpreting gestures and mental states of others, which restricts their capacity to understand implicit information essential to the social awareness and, consequently, the performance of collaborative activities in face-to-face situations (co-located collaboration). Individuals with Autism Spectrum Disorders (ASD) often display difficulty in social interaction, verbal and non-verbal communication skills. Six studies describe games (Table 6) specifically created for users with more severe levels of ASD and cognitive impairment (Farr et al., 2010 Keskinen et al., 2012 Silva et al., 2015Silva et al.,, 2014Silva-Calpa et al., 2018). Most of the studies assessed users without specified ASD levels (Battocchi et al., 2009 Boyd et al., 2015 Holt & Yuill, 2017 Marco et al., 2013 Ribeiro et al., 2014 Roldan-Alvarez et al., 2014 Villafuerte et al., 2012 Wadhwa & Jianxiong, 2013) (Table 4) or users with HFA (Bauminger-Zviely et al., 2013 Ben-Sasson et al., 2013 Dillon & Underwood, 2012 Gal et al., 2009 Giusti et al., 2011 Hourcade et al., 2012 Hourcade et al.,, 2013Marwecki et al., 2013 Piper et al., 2006 Weiss et al., 2011 Winoto et al., 2016) (Table 5). The selected papers present the design and assessment of systems created for collaborative games, puzzle-style games, or storytelling activities intended for individuals with different levels of ASD and with ages between 5 and 22 years ( Table 3). The results suggest the approach to using apps evaluated in this paper can increase positive social interactions in children with ASDs. We also found that children made more supportive comments during activities conducted with two of the apps. We found that during the study children spoke more sentences, had more verbal interactions, and were more physically engaged with the activities when using the apps. We video recorded the activities, and coded children's behavior. The study compared activities conducted with the apps to similar activities conducted without the apps. The apps are designed to naturally encourage positive social interactions through creative, expressive, and collaborative activities. In this paper we present a study on the use of a set of apps from Open Autism Software at an afterschool program for children with ASDs. There are hundreds of apps listed as possibly helping children with ASDs, yet there is little empirical evidence that any of them have positive effects. Since the launch of the iPad, there has been a great deal of excitement in the autism community about multitouch tablets and their possible use in interventions. There is a need for novel therapies and interventions that can help children with ASDs develop the social skills necessary to live independently. Interventions during childhood can increase the likelihood of independent living later in life, but most adults with ASDs who benefited from early intervention do not live independently. The increasing rates of diagnosis for Autism Spectrum Disorders (ASDs) have brought unprecedented attention to these conditions. ![]()
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