Tablet Apps to Support First School Inclusion of Children With Autism Spectrum Disorders (ASD) in Mainstream Classrooms: A Pilot Study

The inclusion of children with autism spectrum disorders (ASD) in mainstream classrooms is dramatically impeded by their difficulties in socio-adaptive behaviors. This paper presents a package of mobile applications consisting of both assistive and cognitive rehabilitation applications to support fi...

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Detalles Bibliográficos
Autores principales: Fage, Charles, Consel, Charles Y., Balland, Emilie, Etchegoyhen, Kattalin, Amestoy, Anouk, Bouvard, Manuel, Sauzéon, Hélène
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2018
Materias:
Psychology
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6207048/
https://www.ncbi.nlm.nih.gov/pubmed/30405498
http://dx.doi.org/10.3389/fpsyg.2018.02020
Descripción
Sumario:The inclusion of children with autism spectrum disorders (ASD) in mainstream classrooms is dramatically impeded by their difficulties in socio-adaptive behaviors. This paper presents a package of mobile applications consisting of both assistive and cognitive rehabilitation applications to support first school inclusion of children with ASD. These applications have been tested in a 3-month intervention in mainstream schools and at home, involving 50 participants (30 children with ASD, half of which was equipped and 20 equipped children with intellectual deficiencies). Benefits on socio-adaptive behaviors and social response in school settings, and socio-cognitive functioning have been assessed. The main results showed that equipped children with ASD improved their socio-adaptive behaviors and their social-response in school settings. Both equipped groups increased their socio-cognitive functioning.

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