+ Autism and Technology IMFAR 2014, Atlanta, USA Sue Fletcher-Watson Mari MacFarland Ouriel Grynszpan Gregory Abowd
+ Welcome #ASDtech Who are we? Gregory Abowd, Alyssa Alcorn, Renae Beaumont, Judith Good, Ouriel Grynszpan, Mari MacFarland, Helen Pain Who are you? Germany, Canada, USA, UK, Japan, Argentina, Israel, New Zealand, Norway Academic, Clinician, Parent, Sibling, Student, Therapist, Teacher, Funder Psychology, HCI, Education, Computer Science, Art & Design, Medicine 66% early career researchers stickers
+ SIG 2013 #ASDtech The main issues raised at the 2013 SIG were: the difficulty of appraising the volume and variety of technologies available for people with autism; the lack of guidance for families and practitioners on how to use it; the need for stronger research methodologies; the need to share both data and technologies between researchers. ASDTech mailing list New data Signposting resources JADD special issue, tech demo etc…
+ Tech in the Autism Community Does s yo your r ch child ild have ve re regula lar r acce ccess ss to an iPa iPad at home me? On ave vera rage, how mu much ch time ime does s yo your r ch child ild sp spend on the iPa iPad each ch day? y? Has access but doesn't use much 0-20 mins 20-40mins 40-60mins 1hr-2hrs 2hrs-4hrs #ASDtech 4hrs+
+ Tech in the Autism Community What are re yo your r ch child ild's s favo vourit rite thin ings s to do on the iPa iPad? Ple Please se tick ick all ll that apply ly 100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% Play games / apps Watch downloaded films Watch YouTube (or other Email / message Skype Listen to music Browse the web Communicate using a AAC look at stored photos and Use social media (e.g. Read / look at books or Admin (e.g. calender) Shopping Watch downloaded TV Take photos or films, or twitter, facebook) online video site) newspapers home video app
+ Tech in the Autism Community #ASDtech
+ International Similarities #ASDtech I think my child has benefitted from using technology 100 90 80 70 60 UK 50 Spain 40 30 20 10 0 agree neutral disagree
+ International Differences #ASDtech I have had problems with I worry about how much my child being obsessed time my child spends using with technology technology 70 70 60 60 50 50 40 40 UK UK 30 30 Spain Spain 20 20 10 10 0 0 agree neutral disagree agree neutral disagree
+ International Differences #ASDtech I think it is important to Technology prevents my supervise my child while child from interacting with (s)he plays with technology other people 70 100 90 60 80 50 70 60 40 UK UK 50 30 Spain Spain 40 20 30 20 10 10 0 0 agree neutral disagree agree neutral disagree
+ Technology Resources #ASDtech Handover to Ouriel
Progression of research in the field of Innovative Technologies for ASD Number of papers per year on innovative technologies based training for ASD 90 80 70 60 50 40 30 20 10 0 Grynszpan, Weiss, Perez-Diaz, & Gal, Autism , 2014
Type of technologies used Number of papers per technology 800 700 600 500 400 300 200 100 0 computer robotics virtual reality ipad
Targeted skills Social and emotional skills training Golan & Baron-Cohen, Dev Psychopathol , Hopkins et al., J Autism Dev Disord , Golan et al., J Autism Dev Disord , 2010 Tanaka et al., J Child Psychol Psyc , 2011 2006 2010 Neurocognitive and functional skills Whalen et al., Autism , 2010 Grynszpan, Martin, & Nadel, Travers et al., Educ Train Autism Interact Stud , 2007 Dev Disab , 2011
14 Meta-analysis of efficacy studies Controlled pre-post Effect sizes and 95% Confidence Intervals for post tests designs Mitchell et al. 2007 Moore & Calvert 2000 Bolte et al. 2006 Golan et al. 2010 Hopkins et al. 2011, High Functioning Randomization Golan & Baron-Cohen 2006, Experiment 2 Hopkins et al. 2011, Low Functioning for 85,6% of participants MEAN Williams et al. 2002 Golan & Baron-Cohen 2006, Experiment 1 Whalen et al. 2010, Kindergarten Whalen et al. 2010, Preschool Significant effect size: Faja et al. in press Tanaka et al. 2010 d = 0.47 (CI = 0.08 – 0.86) Faja et al. 2008 -2 -1 0 1 2 3 4 Cohen's d Grynszpan, Weiss, Perez-Diaz, & Gal, Autism , 2014
Usage in practice (National Autism Center, National Still perceived as « emerging » treatment Standards Report , 2009) Need to assess usage in clinical settings Lack of guidance for individuals with ASD, parents and practitioners
Online Resources applications-autisme.com in France (Orange Foundation) www.dart.ed.ac.uk for English-language app reviews and the ASDTech newsletter Thinking Person’s Guide to Autism www.thinkingautismguide.com/ Cool Mom Tech blog: coolmomtech.com/ Adaptech Research Network: database of free online tech http://www.adaptech.org/en/about ICT in Practice, for teachers: http://www.ictinpractice.com/ Social Network for parents: http://www.myautismteam.com/ Parent blog: http://smallbutkindamighty.com/about/ Autism Reading Room, learning about autism: http://readingroom.mindspec.org/?page_id=911 Autism Speaks app directory: http://www.autismspeaks.org/autism-apps
+ What are we going to do today? Format of the sig Introduction: new data, signposting resources Group proposals Mentoring Conclusions, looking ahead Feedback Plans for 2014/15 ASDTech Digest *under new management* Global autism & technology research map Sharing proposal ideas #ASDtech
+ Proposal Topics Can technology be used to support people with ASD as they grow old? Creating tools to guide families, teachers or practitioners on how to use technology with users with autism. Developing a framework to accommodate a time-consuming rigorous evaluation process with the fast-paced development of technological intervention Developing or using technology to support people with autism in rural communities How can we assess the pros and cons of technology in order to define best practice? Is it necessary to design technologies for users with ASD with specific autism- friendly features? Is the value of technology enhanced by combination with interpersonal interventions or other traditional methods? Maximising the impact of continuous data collection during technology-based intervention, education or recreation studies. Using technology to support the needs of teenagers and adults with ASD What are the most appropriate instruments and meaningful variables for measuring the outcomes of technology based interventions? #ASDtech
+ Group Guidelines Split into groups of no more than 10, ideally interdisciplinary Nominate a chair and a scribe Please respect the Chair Let everyone contribute Don’t waste time on introductions Choose a question from the list, quickly! Draft a research proposal to answer your question… #ASDtech
+ Your proposal Try to put something in every box on the sheet Make the most of interdisciplinary opportunities Move forwards, don’t aim for perfectionism Challenges box Refined RQ at the end Be ambitious, be exciting Share details Use post-it notes for ideas which don’t fit in your proposal The goal is to inspire researchers, not get funded! #ASDtech
+ ASDtech SIG Mentorship Program 2013-2014
+ Survey Results Ongoing distance mentoring is: A great idea Helpful when one requires advice, feedback, or information in an particular area of expertise Dependent on the different projects and career stages of the mentee
+ Next Steps . . . On demand mentoring may look like: A map of expertise Publicly available database An opportunity for ongoing mentorship pairings to develop “Quick Question or “Collaboration Corner” within ASDtech Digest
+ Discussion Think-Pair-Share
+ Conclusions Feedback form Next steps ASDTech digest Global autism and technology map Sharing proposals online www.dart.ed.ac.uk @suereviews #ASDtech
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