Skip to main content
Fachgebiete
Automobil + Motoren Bauwesen + Immobilien Business IT + Informatik Elektrotechnik + Elektronik Energie + Nachhaltigkeit Finance + Banking Management + Führung Marketing + Vertrieb Maschinenbau + Werkstoffe Versicherung + Risiko
DE
EN
Bücher
Zeitschriften
Themenseiten
Organisationspsychologie Projektmanagement Marketing Smart Manufacturing
Weitere Formate
Podcasts Webinare Technik Webinare Wirtschaft Kongresse Veranstaltungskalender Awards
Jetzt Einzelzugang starten
Zugang für Unternehmen
Referenzkunden
SLX-Digitalkonferenz: Zukunftswerkstatt 2024

Mehr Umsatz mit Top-Kontakten

Am 7. Mai erfahren Sie, wie Vertriebsteams Leadgenerierung, Leadnurturing und Leadstrategien effizient steuern können.
Erweiterte Suche
Anmelden
nach oben
Erschienen in:
A Collaborative Talking Assistive Technology for People with Autism Spectrum Disorders Kapitel lesen Erstes Kapitel lesen

2019 | OriginalPaper | Buchkapitel

The Design of an Intelligent LEGO Tutoring System for Improving Social Communication Skills Among Children with Autism Spectrum Disorder

verfasst von : Qiming Sun, Pinata Winoto

Erschienen in: Universal Access in Human-Computer Interaction. Multimodality and Assistive Environments

Verlag: Springer International Publishing

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config
loading …

Abstract

A system intended to help children with autism spectrum disorder (ASD) to play with LEGO bricks is proposed. The system could provide step-by-step guidance to complete pre-defined task using interactive dialog strategy. A camera is used to capture the bricks, and an image recognition module is implemented to identify the color and size of each brick. The system can also detect a misplaced brick, provide guidance to reassemble it, and suggest a correct one. Dialog is generated using a speech synthesizer on a set of pre-defined statements used in daily social communication with the children. To further enrich the interaction between children and the system, teachers may intervene remotely in real time to alter existing statements in the system.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

  • über 102.000 Bücher
  • über 537 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Maschinenbau + Werkstoffe
  • Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 390 Zeitschriften

aus folgenden Fachgebieten:

  • Automobil + Motoren
  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Elektrotechnik + Elektronik
  • Energie + Nachhaltigkeit
  • Maschinenbau + Werkstoffe




 

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

  • über 67.000 Bücher
  • über 340 Zeitschriften

aus folgenden Fachgebieten:

  • Bauwesen + Immobilien
  • Business IT + Informatik
  • Finance + Banking
  • Management + Führung
  • Marketing + Vertrieb
  • Versicherung + Risiko




Jetzt Wissensvorsprung sichern!

Jetzt informieren
Vorheriges Kapitel “Express Your Feelings”: An Interactive Application for Autistic Patients
Nächstes Kapitel An Augmented Reality-Based Word-Learning Mobile Application for Children with Autism to Support Learning Anywhere and Anytime: Object Recognition Based on Deep Learning
Fußnoten
Literatur
1.
LeGoff, D.B.: Use of LEGO© as a therapeutic medium for improving social competence. J. Autism Dev. Disord. 34(5), 557–571 (2004)CrossRef
2.
LeGoff, D.B., Sherman, M.: Long-term outcome of social skills intervention based on interactive LEGO© play. Autism 10(4), 317–329 (2006)CrossRef
3.
Owens, G., Granader, Y., Humphrey, A., Baron-Cohen, S.: LEGO® therapy and the social use of language programme: An evaluation of two social skills interventions for children with high functioning autism and Asperger Syndrome. J. Autism Dev. Disord. 38, 1944 (2008)CrossRef
4.
Wagner, M., Marder, C., Blackorby, J., Cameto, R., Newman, L., Levine, P., Davies-Mercier, E.: The achievements of youth with disabilities during secondary school, a report from the national longitudinal transition study-2, SRI International, Menlo Park, CA (2003)
5.
Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., Donaldson, A., Varley, J.: Randomize, controlled trial of an intervention for toddlers with autism: the early start Denver model. Pediatrics 125(1), e17–e23 (2010)CrossRef
6.
Huskens, B., Palmen, A., Van der Werff, M., Lourens, T., Barakova, E.: Improving collaborative play between children with autism spectrum disorders and their siblings: the effectiveness of a robot-mediated intervention based on Lego® therapy. J. Autism Dev. Disord. 45(11), 3746–3755 (2015)CrossRef
7.
Dorsey, R., Howard, A.M.: Examining the effects of technology-based learning on children with autism: a case study. In: Proceedings of the 11th International Conference on Advanced Learning Technologies, pp. 260–261. IEEE, USA (2011)
8.
Loiacono, V., Valenti, V.: General education teachers need to be prepared to co-teach the increasing number of children with autism in inclusive settings. Int. J. Spec. Educ. 25(3), 24–32 (2010)
9.
Blumberg, S.J., Bramlett, M.D., Kogan, M.D., Schieve, L.A., Jones, J.R., Lu, M.C.: Changes in prevalence of parent-reported autism spectrum disorder in school-aged US children, 2007 to 2011–2012, National Center for Health Statistics Reports 65, pp. 1–11 (2013)
10.
Christensen, D.L., et al.: Prevalence and characteristics of autism spectrum disorder among children aged 8 years—autism and developmental disabilities monitoring network, 11 sites, United States, 2012. MMWR Surveill. Summ. 65(3), 1–23 (2018)CrossRef
11.
Bouck, E.C., Savage, M., Meyer, N.K., Taber-Doughty, T., Hunley, M.: High-tech or low-tech? Comparing self-monitoring systems to increase task independence for students with autism. Focus Autism Other Dev. Disabil. 29(3), 156–167 (2014)CrossRef
12.
Chien, M., et al.: iCAN: a tablet-based pedagogical system for improving communication skills of children with autism. Int. J. Hum.-Comput. Stud. 73, 79–90 (2015)CrossRef
13.
Ganz, J.B., Hong, E.R., Goodwyn, F.D.: Effectiveness of the PECS phase III app and choice between the app and traditional PECS among preschoolers with ASD. Res. Autism Spectr. Disord. 7(8), 973–983 (2013)CrossRef
14.
Parsons, S.: Learning to work together: designing a multi-user virtual reality game for social collaboration and perspective-taking for children with autism. Int. J. Child-Comput. Interact. 6, 28–38 (2015)CrossRef
15.
Winoto, P., Tang, T.Y.: Training joint attention skills and facilitating proactive interactions in children with autism spectrum disorder: a loosely coupled collaborative tabletop-based application in a Chinese special education classroom. J. Educ. Comput. Res. 57(1), 32–57 (2017)CrossRef
16.
MacMullin, J.A., Lunsky, Y., Weiss, J.A.: Plugged in: electronics use in youth and young adults with autism spectrum disorder. Autism 20(1), 45–54 (2016)CrossRef
17.
Putnam, C., Chong, L.: Software and technologies designed for people with autism: what do users want? In: Proceedings of the 10th International ACM SIGACCESS Conference on Computers and Accessibility, pp. 3–10. ACM, New York (2008)
Metadaten
Titel
The Design of an Intelligent LEGO Tutoring System for Improving Social Communication Skills Among Children with Autism Spectrum Disorder
verfasst von
Qiming Sun
Pinata Winoto
Copyright-Jahr
2019
Buch
Universal Access in Human-Computer Interaction. Multimodality and Assistive Environments

Print ISBN: 978-3-030-23562-8

Electronic ISBN: 978-3-030-23563-5

Copyright-Jahr: 2019

DOI
https://doi.org/10.1007/978-3-030-23563-5_15

Neuer Inhalt

    Bildnachweise