Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-10-2014 | Original Paper

Are Children with Autism More Responsive to Animated Characters? A Study of Interactions with Humans and Human-Controlled Avatars

Auteurs: Elizabeth J. Carter, Diane L. Williams, Jessica K. Hodgins, Jill F. Lehman

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 10/2014

Abstract

Few direct comparisons have been made between the responsiveness of children with autism to computer-generated or animated characters and their responsiveness to humans. Twelve 4- to 8-year-old children with autism interacted with a human therapist; a human-controlled, interactive avatar in a theme park; a human actor speaking like the avatar; and cartoon characters who sought social responses. We found superior gestural and verbal responses to the therapist; intermediate response levels to the avatar and the actor; and poorest responses to the cartoon characters, although attention was equivalent across conditions. These results suggest that even avatars that provide live, responsive interactions are not superior to human therapists in eliciting verbal and non-verbal communication from children with autism in this age range.

vorige artikel Comparing Acquisition of AAC-Based Mands in Three Young Children with Autism Spectrum Disorder Using iPad® Applications with Different Display and Design Elements

volgende artikel Training Facial Expression Production in Children on the Autism Spectrum

Alleen toegankelijk voor geautoriseerde gebruikers

Baron-Cohen, S., Golan, O., & Ashwin, E. (2009). Can emotion recognition be taught to children with autism spectrum conditions? Philosophical Transactions of the Royal Society B, 364, 3567–3574.CrossRef

Beaumont, R., & Sofronoff, K. (2008). A multi-component social skills intervention for children with Asperger syndrome: The Junior Detective Training Program. Journal of Child Psychology and Psychiatry, 49(7), 743–753.PubMedCrossRef

Bernard-Opitz, V., Sriram, N., & Nakhoda-Sapuan, S. (2001). Enhancing social problem solving in children with autism and normal children through computer-assisted instruction. Journal of Autism and Developmental Disorders, 31(4), 377–384.PubMedCrossRef

Bosseler, A., & Massaro, D. W. (2003). Development and evaluation of a computer-animated tutor for vocabulary and language learning in children with autism. Journal of Autism and Developmental Disorders, 33(6), 653–672.PubMedCrossRef

Cassell, J., & Tartaro, A. (2007). Intersubjectivity in human–agent interaction. Interaction Studies, 8(3), 391–410.CrossRef

Chen, S. H. A., & Bernard-Opitz, V. (1993). Comparison of personal and computer-assisted instruction for children with autism. Mental Retardation, 31(6), 368–376.PubMed

Conboy, B. T., & Kuhl, P. K. (2011). Impact of second-language experience in infancy: Brain measures of first- and second-language speech perception. Developmental Science, 14(2), 242–248.PubMedCrossRefPubMedCentral

Grynszpan, O., Martin, J. C., & Nadel, J. (2008). Multimedia interfaces for users with high functioning autism: An empirical investigation. International Journal of Human–Computer Studies, 66(8), 628–639.CrossRef

Hailpern, J. (2008). The spoken impact project: Using audio and visual feedback to impact vocalization in non-verbal children with autistic spectrum disorder. Urbana, IL: University of Illinois at Urbana-Champaign.

Jones, V. (2008). Autism, talking turtles, and the magic of Disney. Better Health. Retrieved September 25, 2013 from http://getbetterhealth.com/autism-talking-turtles-and-the-magic-of-disney/2008.06.26.

Kuhl, P. K. (2007). Is speech learning ‘gated’ by the social brain? Developmental Science, 10(1), 110–120.PubMedCrossRef

Kuhl, P. K., Tsao, F. M., & Liu, H. M. (2003). Foreign-language experience in infancy: Effects of short-term exposure and social interaction on phonetic learning. Proceedings of the National Academy of Sciences, 100(15), 9096–9101.CrossRef

Lasseter, J., & Stanton, A. (2003). Finding Nemo [Motion picture]. USA: Walt Disney Pictures.

Linebarger, D. L., & Walker, D. (2004). Infants’ and toddlers’ television viewing and language outcomes. American Behavioral Scientist, 46, 1–22.

Lord, C., Risi, S., Lambrecht, L., Cook, E. H, Jr, Leventhal, B. L., DiLavore, P. C., et al. (2000). The autism diagnostic observation schedule—Generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30(3), 205–223.PubMedCrossRef

Lord, C., Rutter, M., & Le Couteur, A. (1994). Autism diagnostic interview-revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24(5), 659–685.PubMedCrossRef

Miller, J. F., & Chapman, R. S. (2010). Systematic analysis of language transcripts [Computer software]. Madison: University of Wisconsin—Madison.

Milne, M., Luerssen, M. H., Lewis, T. W., Leibbrandt, R. E., & Powers, D. M. (2010). Development of a virtual agent based social tutor for children with autism spectrum disorders. In The 2010 International Joint Conference on Neural Networks (IJCNN) (pp. 1–9). IEEE.

Mineo, B. A., Ziegler, W., Gill, S., & Salkin, D. (2009). Engagement with electronic screen media among students with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(1), 172–187.PubMedCrossRef

Moore, M., & Calvert, S. (2000). Brief report: Vocabulary acquisition for children with autism: Teacher or computer instruction. Journal of Autism and Developmental Disorders, 30(4), 359–362.PubMedCrossRef

Plienis, A. J., & Romanczyk, R. G. (1985). Analyses of performance, behavior, and predictors for severely disturbed children: A comparison of adult vs. computer instruction. Analysis and Intervention in Developmental Disabilities, 5(4), 345–356.CrossRef

Ploog, B. O., Scharf, A., Nelson, D., & Brooks, P. J. (2013). Use of computer-assisted technologies (CAT) to enhance social, communicative, and language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(2), 301–322.PubMedCrossRef

Ramdoss, S., Lang, R., Mulloy, A., Franco, J., O’Reilly, M., Didden, R., et al. (2011). Use of computer-based interventions to teach communication skills to children with autism spectrum disorders: A systematic review. Journal of Behavioral Education, 20, 55–76.CrossRef

Tager-Flusberg, H., Rogers, S., Cooper, J., Landa, R., Lord, C., Paul, R., et al. (2009). Defining spoken language benchmarks and selecting measures of expressive language development for young children with autism spectrum disorders. Journal of Speech, Language, and Hearing Research, 52, 643–652.PubMedCrossRefPubMedCentral

Tartaro, A., & Cassell, J. (2008). Playing with virtual peers: Bootstrapping contingent discourse in children with autism. In Proceedings of the 8th International Conference for the Learning Sciences-Volume 2 (pp. 382–389). International Society of the Learning Sciences.

Tjus, T., Heimann, M., & Nelson, K. E. (2001). Interaction patterns between children and their teachers when using a specific multimedia and communication strategy observations from children with autism and mixed intellectual disabilities. Autism, 5(2), 175–187.PubMedCrossRef

Williams, J. H., Massaro, D. W., Peel, N. J., Bosseler, A., & Suddendorf, T. (2004). Visual–auditory integration during speech imitation in autism. Research in Developmental Disabilities, 25(6), 559–575.PubMedCrossRef

Titel: Are Children with Autism More Responsive to Animated Characters? A Study of Interactions with Humans and Human-Controlled Avatars
Auteurs: Elizabeth J. Carter
Diane L. Williams
Jessica K. Hodgins
Jill F. Lehman
Publicatiedatum: 01-10-2014
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 10/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-014-2116-8

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 10/2014

Erratum to: Brief Report: Approaches to 31P-MRS in Awake, Non-Sedated Children With and Without Autism Spectrum Disorder

Directed Forgetting in High-Functioning Adults with Autism Spectrum Disorders

In Utero Exposure to Selective Serotonin Reuptake Inhibitors and Risk for Autism Spectrum Disorder

Training Facial Expression Production in Children on the Autism Spectrum

Melatonin in Children with Autism Spectrum Disorders: Endogenous and Pharmacokinetic Profiles in Relation to Sleep

Systematic Review of Articles Describing Experience and Supports of Individuals with Autism Enrolled in College and University Programs