What is Autism?
Autism is a severe developmental disorder of neurobiological nature. Symptoms become apparent by the age of 3. Autism typically is part of the autism spectrum disorders (ASD) or pervasive developmental disorders (PDD) including various manifestations of the disease from severe autism to Asperger syndrome (high intelligence, even genius, but exhibit impaired communication and socialization). Other disorders in the spectrum are Rett Syndrome, Childhood Disintegrative Disorder, PDD-NOS (pervasive developmental disorder - not otherwise specified or atypical autism) and high-functioning autism. Possible causes for autism could be genetic, associated with or not associated with the environment to which the child has been exposed before, during or after birth (Autism Research Institute in the United States and other organizations believe that exposure to various toxic substances may increase the incidence of ASD), and factors related to the immune system. It is very important for parents to consult a specialist (neuro-psychiatrist or psychologist specializing in developmental disorders) as soon as they observe signs, because if ASD suspicions are confirmed, early intervention can make a significant difference.
Children with ASD show impaired social, verbal or nonverbal communication and repetitive and stereotyped behaviors. Each of these symptoms manifest themselves in degrees and with different behaviors for each child or person with autism. The individuals may fail to respond to their names and often avoid eye contact with other people. They have difficulty interpreting what others are thinking or feeling because they cannot understand social cues, such as tone of voice or facial expressions, and do not watch other people’s faces for clues about appropriate behavior. Many of the children engage in repetitive movements such as rocking and twirling, or in self-abusive behavior such as biting or head banging. They also tend to start speaking later than other children and may refer to themselves by name instead of “I” or “me.” They do not know how to play interactively with other children.
International statistics reveal that the rate of ASD is 1 in 166 children, according to the European Congress of Neuropsychiatry in Barcelona, and 1 in 150, according to the Centers for Disease Control, Atlanta. Autism can occur in all types of families, regardless of social background, race, and ethnicity, and is 4 times more common in boys than in girls. Other consitions are sometimes associated such as epilepsy (seizures), sensory problems, fragile X syndrome, gastrointestinal problems, and sleep disturbances. The families of people with autism are affected equally. After diagnosis, parents go through shock, grief, depression, anger, denial, loneliness, and acceptance. Stress in families with autism is extremely powerful, as shown by divorces in 4 out of 5 couples with children with autism.
Where Technology Makes an Entrance
The new available technologies can improve communication, assist in the development of social skills, enhance the ability to learn and improve the quality of everyday life. Because the autism spectrum encompasses individuals with a wide variety of skill levels and function, autistic children benefit most if they experience customized guidance. Some tools focus on language skills, while others focus on social skills and can address behavioral issues and attention span deficiencies.
Some main features of software will be that it progressively builds on the skills mastered; is user-friendly; and visually pleasing and colorful, yet not flashy accounting for the child's potential for over-sensitivity to visual and auditory stimuli. Since human social interaction could be a challenge, many children with autism respond very well and find it comforting to interact with animals, especially horses and dogs. Being introduced to the animals and then developing virtual games that would include them might facilitate the learning and transitioning process.
Workshops and classes presenting different types of software in a fun and accessible way to kids can open an interest and act as a portable platform to explore other dimensions of learning. For instance some children with autism think visually and are detail-oriented, so exposing them to digital design software and techniques might trigger in them an interest for graphic design, computer monogramming mathematics and engineering. Other kids that respond very well to repetition may excel in a structured environment where continual focus is required. They may just be the next scientists to handle the complex systems that are not easily understood by typical people. Temple Grandin states in her book Thinking in Pictures: My Life with Autism that, "if by some magic, autism had been eradicated from the face of the Earth, then men would still be socializing in front of a wood fire at the entrance to a cave." She underlines this argument in her 2010 The World Needs All Types of Minds talk: "If you were to get rid of all the autism genetics there would be no more Silicon Valley."
• According to Vicki Clarke, a Speech Language Pathologist and Augmentative Communication Specialist, the availability of affordable and portable touchscreen technology can be the gateway to having the tools at all times to improving the understanding of input (listening & reading) and ability to produce output (speaking & writing) for people with autism. There is an up-to-date list of useful apps made available by Autism Speaks.
• There are more and more ways of monitoring a child's emotional inner-environment, a great one being the Q sensor developed in the MIT Media Lab and made available by Affectiva. This wireless biosensor measures the emotional arousal, temperature and activity before an outburst through a small device strapped on to the wrist. It records electrodermal activity that grows higher during states such as excitement, attention or anxiety and lower during states such as boredom or relaxation. This would be a good tool in anticipating the child's condition for the development of better intervention plans.
• Speech Generating Devices (SGDs), e.g. DynaVox, Prentke Romich, are portable devices that allow non-verbal children with autism to communicate their necessities and ideas with the aid of a display screen, showing pictures and symbols and saying them upon touch. The vocabulary includes a wide range of objects and needs and is easily communicable.
Project IDDACT, Institutul De Dezvoltare A Copiilor prin Technologie, monitors current research worldwide, exploring technological advances in areas that can be useful, and tries to bring and adapt those programs and concepts to Romanian classes and homes. It is important to look carefully at what the child and family needs and then find the resource to meet that need. We try to bring tools to help with communication, object association, contextual pronoun usage, literacy development, video modeling, vocabulary learning, and emotional and technical skill development.
Sources: Autism Research Institute, Autism Speaks, Autism United, US National Institute of Mental Health, Temple Grandin's Official Autism Website, TED, DynaVox Mayer-Johnson, Prentke Romich Company, Affectiva Inc., Invingem Autismul Association
Autism is a severe developmental disorder of neurobiological nature. Symptoms become apparent by the age of 3. Autism typically is part of the autism spectrum disorders (ASD) or pervasive developmental disorders (PDD) including various manifestations of the disease from severe autism to Asperger syndrome (high intelligence, even genius, but exhibit impaired communication and socialization). Other disorders in the spectrum are Rett Syndrome, Childhood Disintegrative Disorder, PDD-NOS (pervasive developmental disorder - not otherwise specified or atypical autism) and high-functioning autism. Possible causes for autism could be genetic, associated with or not associated with the environment to which the child has been exposed before, during or after birth (Autism Research Institute in the United States and other organizations believe that exposure to various toxic substances may increase the incidence of ASD), and factors related to the immune system. It is very important for parents to consult a specialist (neuro-psychiatrist or psychologist specializing in developmental disorders) as soon as they observe signs, because if ASD suspicions are confirmed, early intervention can make a significant difference.
Children with ASD show impaired social, verbal or nonverbal communication and repetitive and stereotyped behaviors. Each of these symptoms manifest themselves in degrees and with different behaviors for each child or person with autism. The individuals may fail to respond to their names and often avoid eye contact with other people. They have difficulty interpreting what others are thinking or feeling because they cannot understand social cues, such as tone of voice or facial expressions, and do not watch other people’s faces for clues about appropriate behavior. Many of the children engage in repetitive movements such as rocking and twirling, or in self-abusive behavior such as biting or head banging. They also tend to start speaking later than other children and may refer to themselves by name instead of “I” or “me.” They do not know how to play interactively with other children.
International statistics reveal that the rate of ASD is 1 in 166 children, according to the European Congress of Neuropsychiatry in Barcelona, and 1 in 150, according to the Centers for Disease Control, Atlanta. Autism can occur in all types of families, regardless of social background, race, and ethnicity, and is 4 times more common in boys than in girls. Other consitions are sometimes associated such as epilepsy (seizures), sensory problems, fragile X syndrome, gastrointestinal problems, and sleep disturbances. The families of people with autism are affected equally. After diagnosis, parents go through shock, grief, depression, anger, denial, loneliness, and acceptance. Stress in families with autism is extremely powerful, as shown by divorces in 4 out of 5 couples with children with autism.
Where Technology Makes an Entrance
The new available technologies can improve communication, assist in the development of social skills, enhance the ability to learn and improve the quality of everyday life. Because the autism spectrum encompasses individuals with a wide variety of skill levels and function, autistic children benefit most if they experience customized guidance. Some tools focus on language skills, while others focus on social skills and can address behavioral issues and attention span deficiencies.
Some main features of software will be that it progressively builds on the skills mastered; is user-friendly; and visually pleasing and colorful, yet not flashy accounting for the child's potential for over-sensitivity to visual and auditory stimuli. Since human social interaction could be a challenge, many children with autism respond very well and find it comforting to interact with animals, especially horses and dogs. Being introduced to the animals and then developing virtual games that would include them might facilitate the learning and transitioning process.
Workshops and classes presenting different types of software in a fun and accessible way to kids can open an interest and act as a portable platform to explore other dimensions of learning. For instance some children with autism think visually and are detail-oriented, so exposing them to digital design software and techniques might trigger in them an interest for graphic design, computer monogramming mathematics and engineering. Other kids that respond very well to repetition may excel in a structured environment where continual focus is required. They may just be the next scientists to handle the complex systems that are not easily understood by typical people. Temple Grandin states in her book Thinking in Pictures: My Life with Autism that, "if by some magic, autism had been eradicated from the face of the Earth, then men would still be socializing in front of a wood fire at the entrance to a cave." She underlines this argument in her 2010 The World Needs All Types of Minds talk: "If you were to get rid of all the autism genetics there would be no more Silicon Valley."
• According to Vicki Clarke, a Speech Language Pathologist and Augmentative Communication Specialist, the availability of affordable and portable touchscreen technology can be the gateway to having the tools at all times to improving the understanding of input (listening & reading) and ability to produce output (speaking & writing) for people with autism. There is an up-to-date list of useful apps made available by Autism Speaks.
• There are more and more ways of monitoring a child's emotional inner-environment, a great one being the Q sensor developed in the MIT Media Lab and made available by Affectiva. This wireless biosensor measures the emotional arousal, temperature and activity before an outburst through a small device strapped on to the wrist. It records electrodermal activity that grows higher during states such as excitement, attention or anxiety and lower during states such as boredom or relaxation. This would be a good tool in anticipating the child's condition for the development of better intervention plans.
• Speech Generating Devices (SGDs), e.g. DynaVox, Prentke Romich, are portable devices that allow non-verbal children with autism to communicate their necessities and ideas with the aid of a display screen, showing pictures and symbols and saying them upon touch. The vocabulary includes a wide range of objects and needs and is easily communicable.
Project IDDACT, Institutul De Dezvoltare A Copiilor prin Technologie, monitors current research worldwide, exploring technological advances in areas that can be useful, and tries to bring and adapt those programs and concepts to Romanian classes and homes. It is important to look carefully at what the child and family needs and then find the resource to meet that need. We try to bring tools to help with communication, object association, contextual pronoun usage, literacy development, video modeling, vocabulary learning, and emotional and technical skill development.
Sources: Autism Research Institute, Autism Speaks, Autism United, US National Institute of Mental Health, Temple Grandin's Official Autism Website, TED, DynaVox Mayer-Johnson, Prentke Romich Company, Affectiva Inc., Invingem Autismul Association