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Literatura académica sobre el tema "Design for autism"

Autor: Grafiati

Publicado: 10 de marzo de 2023

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Artículos de revistas sobre el tema "Design for autism"

Prabowo, Donni, Ema Utami y Hanif Al Fatta. "Implementasi Konsep Gamification pada Aplikasi Terapi Autis dengan Metode Applied Behavior Analysis". Creative Information Technology Journal 1, n.º 3 (2 de abril de 2015): 204. http://dx.doi.org/10.24076/citec.2014v1i3.22.

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Autisme merupakan gangguan yang dialami sejak lahir ataupun saat balita. Gangguan ini merupakan kelainan perkembangan sistem saraf pada seseorang. Penderita autisme umumnya mengalami kesulitan dengan fungsi sosial, motorik, sensorik, dan kognitif. Salah satu penanganan autisme yaitu dengan melakukan terapi. Metode terapi autis yang paling sering digunakan sampai saat ini yaitu metode Applied Behavior Analisyst (ABA). Saat ini penerapan konsep permainan atau gamification merupakan salah satu cara untuk membuat penderita autism antusias untuk melakukan terapi, oleh karena itu penelitian ini akan membahas perancangan aplikasi game terapi autis pada empat bidang yang menjadi masalah bagi penderita autism yaitu bidang sosial, motorik, sensorik, dan kognitif. Rancangan aplikasi game terapi ini akan diterapkan pada sistem terapi autis yang menerapkan metode ABA yaitu sistem Ahada (ahada.info). Pendekatan yang digunakan dalam proses perancangan game terapi pada penelitian ini adalah model Game Design Document menurut Adams Ernest. Penelitian ini menghasilkan kesimpulan yang menyatakan bahwa implementasi konsep game pada sistem terapi autis Ahada dapat diterapkan dengan menggunakan pendekatan Game Design Document. Pendekatan ini dinyatakan sebagai pendekatan yang baik untuk digunakan dalam proses perancangan game. Selain itu, penelitian ini juga menyatakan bahwa penerapan konsep Natural User Interface (NUI) dapat diintegrasikan dengan sistem Ahada untuk memenuhi kebutuhan terapi motorik.Autism is disorder experienced since the time of birth or infancy. This disorder is developmental disorder of the nervous system in person. People with autism generally have difficulty with social, motor, sensory, and cognitive. One of autism treatment is therapy. Autism treatment methods are most commonly used to date are Applied Behavior Analisyst method (ABA). Now, game concept application is one way to create enthusiasm for autism therapy, therefore this research will discuss about design of autism therapy game on four areas that become problem for people with autism are social, motor, sensory, and cognitive. The design of the therapy game application will be applied to autism therapy system that implements the method ABA, that is Ahada system. The approach used in the game design process of therapy in this study is Game Design Document by Ernest Adams. This study resulted conclusion that the concept of gaming on Ahada autism therapy system can be implemented by using Game Design Document. This approach is expressed as good approach to use in game design process. In addition, this study also stated that the application of the Natural User Interface concept can be integrated with the system to meet the needs motor therapy.

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Sari, Ignasia Yunita y Sumirat Putri Wibawanti. "PENGARUH STORY TELLING DENGAN MEDIA GAMBAR TERHADAP KEMAMPUAN INTERAKSI SOSIAL ANAK AUTIS DI SEKOLAH DASAR KHUSUS AUTISME BINA ANGGITA". Jurnal Kesehatan 6, n.º 1 (29 de junio de 2019): 34–42. http://dx.doi.org/10.35913/jk.v6i1.113.

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Latar Belakang: Salah satu jenis anak berkebutuhan khusus yang banyak dijumpai adalah autis. Jumlah anak autis di Yogyakarta semakin meningkat, pada tahun 2008 dari 98.000 kelahiran terdapat 196 anak yang menyandang autis, kemudian tahun 2009 dari 100.000 kelahiran terdapat 200 anak yang menyandang autis dan pada tahun 2010 tercatat dari dari 202.500 kelahiran terdapat 205 anak yang menyandang autis. Salah satu gangguan yang terdapat pada anak autis yaitu keterbatasan interaksi sosial. Tujuan: Mengetahui pengaruh story telling dengan media gambar terhadap kemampuan interaksi sosial pada anak autis di Sekolah Dasar Khusus Autisme Bina Anggita. Metode Penelitian: Menggunakan metode Pre Experimental Design dengan rancangan one group pre-test post-test design. Populasi pada penelitian ini berjumlah 43 anak. Sampel berjumlah 15 anak diambil dengan teknik Purposive Sampling. Analisis data menggunakan Wilcoxon. Hasil: Analisa data menggunakan uji Wilcoxon pada tingkat kemaknaan 95% (α 0,05) diperoleh nilai hitung (p value=0,000). Kesimpulan: Ada pengaruh story telling dengan media gambar terhadap kemampuan interaksi sosial anak autis di Sekolah Dasar Khusus Autisme Bina Anggita. Saran: Penelitian selanjutnya supaya menambahkan jumlah sampel supaya bisa digeneralisasikan dan menambah observasi perubahan tingkah laku anak. Kata kunci: Autis - Interaksi Sosial - Story Telling - Media Gambar ABSTRACT Background: One type of child with special needs has is autism. The number of autistic children in Yogyakarta increased. In 2008 from 98,000 births there were 196 children with autism, then in 2009 out of 100,000 births there were 200 children with autism and in 2010 recorded from 202,500 births there were 205 children with autism. One of the disorders that exist in children with autism is the limitation of social interaction. Objective: To identify the effect of story telling with picture on autistic child social interaction ability in Autism Special School Bina Anggita. Methods: It was a pre experimental design with one group pre-test post-test design. The population in this study amounted to 43 children. The sample was 15 children taken with purposive sampling technique. Analysis used Wilcoxon. Result: Analysis used Wilcoxon test at significance level 95% (α, 0,05) shows value count (p value = 0,000). Conclusion: There is an effect of story telling with picture on autistic child social interaction ability in Autism Special School Bina Anggita. Suggestion: Further researchers are suggested to add the number of sample to be generalized and add observation changes in children's behavior. Keywords: Autism - Social Interaction - Story Telling - Picture Media

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Sari, Achya Puji, Dedy Kurniadi y Sam Farisa Chaerul Haviana. "SYSTEM DESIGN OF AUTHICAL DISTURBANCE DIAGNOSIS IN CHILDREN USING THE K-NEAREST NEIGHBOR METHOD". Journal of Applied Science and Technology 1, n.º 01 (15 de febrero de 2021): 22. http://dx.doi.org/10.30659/jast.1.01.22-25.

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Autisme dapat dialami oleh anak dari berbagai ras, suku, strata sosial, dan ekonomi. Autisme merupakan gangguan perkembangan pervasif pada anak yang ditandai dengan adanya gangguan dan keterlambatan dalam bidang komunikasi, kognitif, perilaku, bahasa, dan interaksi sosial. Orang tua terkadang menganggap gangguan-gangguan tersebut sebagai keterlambatan perkembangan biasa namun pada kenyataanya jumlah penyandang spektrum autisme semakin meningkat. Menurut data dari badan kesehatan dunia (WHO) pada tahun 2009, prevalensi autis di Indonesia mengalami peningkatan luar biasa, dari 1 per 1000 penduduk menjadi 8 per 1000 penduduk. Pada tahun 2009 dilaporkan bahwa jumlah anak penderita autisme mencapai 150-200 ribu. Salah satu cara agar orang tua dapat mengetahui anaknya adalah penderita autism dengan menggunakan fasilitas pendeteksi. penelitian ini dalam mendiagnosis autism pada anak menggunakan metode K-Nearest Neighbor dengan menetukan parameter setting untuk nilai k. Di lakukan pengujian dengan black box testing dan confusion matrix, di dapat nilai akurasi tertinggi sebesar 95%, presisi 95.45%, recall 95.45%, f-measure 95.44%, pada nilai k=4.

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Afnuhazi, Ridhyalla. "PENGARUH TERAPI SOCIAL SKILLS TRAINING (SST) DENGAN DAN TANPA DIET CASEIN FREE GLUTEN FREE (CFGF) TERHADAP KEMAMPUAN SOSIALISASI ANAK AUTISME". Jurnal Kesehatan Medika Saintika 10, n.º 1 (1 de junio de 2019): 59. http://dx.doi.org/10.30633/jkms.v10i1.309.

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ABSTRAK Jumlah penyandang autis di dunia sekitar 35 juta orang, kisaran 60.000 – 150.000 autis terjadi pada anak usia dibawah 15 tahun yang ditandai dengan adanya gangguan dan keterlambatan dalam bidang kognitif, bahasa, perilaku, komunikasi dan interaksi sosial. Terapi yang diberikan untuk peningkatan kemampuan sosial pada anak autis dilakukan terapi Social Skill Training (SST). Tujuan penelitian ini adalah mengetahui Pengaruh SST dengan dan tanpa diet CFGF terhadap Kemampuan Sosialisasi Anak Autisme (6 -12 Tahun) di SLB Autis YPPA Padang Tahun 2018. Desain penelitian quasi experimental one - group pre - post test. Populasi dalam penelitian ini seluruh anak autis yang berusia 6-12 Tahun dan sampel diambil dengan convenience sampling yang berjumlah 20 orang dengan dan tanpa diet CFGF. Teknik pengolahan data univariat distribusi frekuensi dan central tedensy dan data bivariat dengan Paired T - test. Hasil penelitian terdapat pengaruh SST dengan dan tanpa Diet CFGF terhadap kemampuan sosialisasi anak autis sebelum dan sesudah diberikan terapi. Saran yang dapat disampaikan pada penelitian ini keperawatan agar dapat mendeteksi secara dini tanda gejala yang dialami oleh anak autis sehingga tidak terjadi tanda gejala berat dan melatih kemampuan sosialisasi anak autis dengan terapi SST. Kata Kunci : Kemampuan Sosialisasi, Social Skill Training (SST), CFGF, Anak Autisme EFFECT OF SOCIAL SKILLS TRAINING (SST) TREATMENT WITH AND WITHOUT DIET CFGF ABILITY TO SOCIALIZATION AUTISM CHILDREN ABSTRACT Number of persons with autism in the world range of 60.000 - 150.000 autis moccurredin children aged below 15 years. Therapy was given to improvement of social skills in autistic children Social Skills Training Therapy (SST). The purpose of this study was to determine the ability of Socialization Effects of SST with and without diet CFGF for Autism Children in SLB Autism YPPA Padang 2018. Quasi – experimental design with one - group pre - post test. The population in this study all children with autism aged 6 – 12 year, and samples were taken by convenience sampling 20 people with and without diet CFGF. Univariate date processing techniques while the frequency distribution and central tedensy and Bivariate date processing techniques with paired T - test. Results of research abilities children with autism after therapy SST with and without diet CFGF with social skillsof children with autism. Suggestions can be submittedto the study of nursing in order to detect early signs of the symptoms experienced by children with autism so there is no sign of sever symptoms and train the socialization skills of children with autism with SST therapy. Key Words : Ability socialization, Social Skills Training, CFGF, autistic children

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Purnomo, Edi y Putut Wijayanto. "EFEKTIVITAS MODEL PELATIHAN PARENTING AUTISME BERBASIS MEDIA VIDEO". Jurnal Kwangsan 6, n.º 1 (30 de junio de 2018): 68. http://dx.doi.org/10.31800/jkwangsan-jtp.v6n1.p68--79.

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This research aims to; (1) to know the effectiveness of video-based autism parenting training implementation in improving the cognitive skills of trainees; (2) obtaining information about learners' response towards video-based autism parenting training. The method used in this research is Pre-Experimental Design method with One Groups Pretest-Posttest Design, that is research design by pretest before training and posttest after training. The results show that video-based autism parenting training is very effective to improve the cognitive skills of trainees in terms of parenting for autism. The conclusions of this research are: (1) Video-based autism parenting training proven effective in improving cognitive skill of trainees. (2) the trainee's response to the training model based on instructional video media showed a positive response. The results of this research are useful to be implemented in similar training in the future. AbstrakPenelitian ini bertujuan untuk; (1) mengetahui efektivitas pelaksanaan pelatihan parenting autisme berbasis media video dalam meningkatkan keterampilan kognitif peserta pelatihan; (2) memperoleh informasi mengenai respon pebelajar terhadap pelatihan parenting autisme berbasis media video. Metode yang digunakan dalam penelitian ini adalah metode Pre-Experimental Design dengan One Groups Pretest-Posttest Design, yaitu desain penelitian yang terdapat pretes sebelum diberi perlakuan dan postes setelah diberi perlakuan. Hasil penelitian menunjukkan bahwa pelatihan parenting autisme berbasis media video sangat efektif untuk meningkatkan keterampilan kognitif peserta pelatihan dalam hal parenting autisme. Kesimpulan dari penelitian ini, yaitu: (1) Pelatihan parenting autisme berbasis media video terbukti efektif meningkatkan keterampilan kognitif peserta pelatihan. (2) respon peserta pelatihan terhadap model pelatihan berbasis media video pembelajaran menunjukkan respon positif.

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Purnomo, Edi y Putut Wijayanto. "EFEKTIVITAS MODEL PELATIHAN PARENTING AUTISME BERBASIS MEDIA VIDEO". Jurnal Kwangsan 6, n.º 1 (30 de junio de 2018): 92. http://dx.doi.org/10.31800/jtp.kw.v6n1.p92--106.

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Natalie, Dessyanna y Sidhi Wiguna Teh. "OMAH RAJUT ASA". Jurnal Sains, Teknologi, Urban, Perancangan, Arsitektur (Stupa) 4, n.º 1 (17 de mayo de 2022): 351. http://dx.doi.org/10.24912/stupa.v4i1.17243.

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School of Therapy for Autistic Children is an educational institution ranging from kindergarten (TK), elementary school (SD), junior high school (SMP), and senior high school (SMA) in Jakarta which is devoted to Children with Autism. The background underlying this design is because educational facilities for children with autism are classified as inadequate and have not been able to meet all the educational needs for sufferers so that they can develop their talents and potential, and obtain education that is equivalent to normal children their age. In fact, these children are considered to have no talent and potential that can be developed. Most of the general public has a negative perspective on children with autism. As a result, there are so many children with autism who have talents and potentials that, if developed, can far exceed what normal children have in general. In planning and designing this Special School, it will be interpreted through the concepts of architectural and behavioral psychology. Keywords: Autism, Psychology of Architecture, Jakarta. AbstrakSekolah Terapi Anak Autis Merupakan sebuah lembaga pendidikan mulai dari taman kanak - kanak (TK), tingkat sekolah dasar (SD), sekolah menengah pertama (SMP), dan sekolah menengah atas (SMA) di Jakarta yang dikhususkan bagi Anak Penyandang Autisme. Latar belakang yang melandasi perancangan ini yaitu karena fasilitas pendidikan bagi anak autis tergolong belum memadai dan belum dapat memenuhi segala kebutuhan pendidikan bagi penderita agar mereka dapat mengembangkan bakat dan potensi diri, serta memperoleh pendidikan yang setara dengan anak normal seusianya. Faktanya, anak- anak ini dianggap tidak memiliki bakat dan potensi yang dapat dikembangkan. Kebanyakan masyarakat umum memiliki perspektif negatif mengenai anak penyandang autisme. Hasilnya, terdapat begitu banyak anak penyandang autisme yang memiliki bakat dan potensi diri yang apabila dikembangkan, dapat jauh melebihi apa yang dimiliki anak normal pada umumnya. Dalam perencanaan dan perancangan Sekolah Luar Biasa ini akan diinterpretasikan melalui konsep Psikologi arsitektur dan perilaku.

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Más fuentes

Tesis sobre el tema "Design for autism"

Abdun-Nur, Roy D. "School for Autism - Responding to Autism". VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3836.

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Schools can often be overstimulating environments for children with autism. Creating a space where these children can thrive is what this project explored. The site used for this exploration was the Lewis Ginter Recreation Association on the north end of Richmond, VA. Children with autism have very sensitive needs, so exploring these needs within the context of an educational setting provided for an in-depth journey into the lives of those affected by autism.

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King, Chelsey. "Therapeutic schoolyard: design for children with autism". Kansas State University, 2012. http://hdl.handle.net/2097/13657.

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Master of Landscape Architecture
Department of Landscape Architecture/Regional and Community Planning
Mary Catherine (Katie) Kingery-Page
It is estimated by the Center for Disease Control and Prevention that approximately 1 in every 88 children are diagnosed with some level of autism or various degrees of Pervasive Developmental Disorders (2012). Pervasive Developmental Disorders are commonly referred to as Autism Spectrum Disorders (and hereafter referred to as autism). Many children with autism have difficulty communicating, must cope with their disorder, and may need special considerations in the classroom. Needs of children with autism vary from child to child, but they all can benefit from environments that are designed with awareness of challenges and characteristics associated with autism. Schoolyards commonly contain asphalt, turf, and traditional play structures that do not take into consideration the needs of children with mental or physical disabilities. However, schoolyards can be designed to provide therapeutic benefits on these children without segregating them from the larger school community. In order to understand how a schoolyard might be designed as a therapeutic environment for children with autism the challenges, needs, and common therapies for children with autism must be understood. The characteristics of therapeutic landscapes for children must be considered in addition. After examining both therapeutic landscapes and the many facets of autism, the researcher applied lessons learned to the design of a schoolyard master plan for Amanda Arnold Elementary School in Manhattan, Kansas.

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South, Grant T. "Reimaging Autism: Building Strength-Based Approaches to Autism Social Work using Design-Based Research". Thesis, Griffith University, 2020. http://hdl.handle.net/10072/399430.

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Autism Spectrum Disorder (ASD) or autism, is often misrepresented and misunderstood by social workers, other professionals and community stakeholders who may hold antiquated views, or outdated knowledge. This is evidenced through the commonly repeated deficit-biased view of autism as a singular distinct genetic “disorder”, impacting on an individual’s neurodevelopment in undesired ways with varying degrees of severity and infliction. This view often exemplifies the sole source of informed knowledge regarding autism. In contrast, recent neurogenetic research advances that autism is a multiplicity of genetic changes unique to each individual. Further, as mentioned by Casanova (2019), autism-genes are very old, so ancient they are shared across species and have been involved in the processes of adaptation, development and evolution. Additionally, as advanced by Polimanti & Gelernter (2017), autism-genes have undergone natural selection across human societies throughout human evolutionary history due to their various cognitive enrichments. Recent research in neuropsychiatry and neuropsychology reports unique autism-associated cognitive strengths. Autists, particularly children, often demonstrate non-linear developmental trajectories that continue to grow with greater experience, maturity and opportunity. The purpose of this doctoral research has been to embrace these multidisciplinary findings as new professional knowledge for autism-focused strengths-based practice. This has been undertaken through an exploration of reported lived experience, and related psycho-physical, socio-cultural and socio-economic life-domains, in the development of a holistic ecological strengths-based prototype. To the best of my knowledge, this study has broken new ground through its use of design-based research (DBR) in social work doctoral research. Modified use of DBR for doctoral studies has been followed, limited to its first two phases, the first phase, a needs and context analysis and the second phase of prototyping new design. The prototype model is intended to be evaluated and further refined in its design through the third DBR phase undertaken as post-doctoral research. The study’s initial needs and context analysis included consultation with an expert panel and collaborative discussion with a group of experienced social work colleagues currently working in disability support services. The prototyping design phase included two iterations of DBR. The first iteration featured as Study 1 undertook a meta-ethnography of eight purposely selected case studies drawn from the self-reported experiences of successful Autists available in the public domain. The second iteration featured as Study 2 undertook applied thematic analysis of collected data from twelve recruited participants representing three distinct stakeholder groups. Group-1 consisted of four adult Autists, 18+ years of age, with a diagnosis of an autism spectrum condition reportedly in the normal to gifted IQ range. Group-2 consisted of four adult family group participants, two of whom were parents of two Autist Group Participants. Group-3 consisted of four social workers with experience in autism support. The second iteration data (Study 2) was collected using two developed research tools, a short survey, and an in-depth semiformal interview guided by ten open questions. Collected data of both iterations were coded using NVivo 11 and NVivo 12 software, respectively. The findings of the first iteration (Study 1) revealed that four developmental themes were shared across the eight selected case studies: early special interests; self-awareness; development of personal strategies; and convergence of these three with social opportunity. The themes identified in the first iteration were instrumental in drafting design principles for the second iteration. The findings of the second iteration (Study 2) revealed that all stakeholder participants recognised that Autists possess intrinsic strengths, which can lead to the development of talents, abilities and skills for their potential employment or the creation of cultural products. The findings of the first and second iteration further revealed various design elements that shaped the study’s two design artefacts. This doctoral study concludes that reimaging autism as a strengths-based psychosocial approach would be beneficial for Autists, their family members, and the wider community. It is recommended that new professional knowledge of autism and strengths-based practice be integrated into social work education and disability studies. A recommendation of the doctoral study is a two-way approach to community development through relationship-building between Autists with special interests that can be crafted via education and vocational training as employable skills via linkage with experienced mentors, instructors or local groups possessing relatable skills and interests in their community. Experienced mentors and instructors may potentially include semi-retired or active retired community members possessing skills in the professions, trades or arts who seek to maintain their community participation. A further recommendation is that strengths-based knowledge of autism is reflected in the development of new social policy and practice in the areas of equity, diversity, and social justice for improved health, education and training, housing, employment, and criminal justice outcomes.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Human Serv & Soc Wrk
Griffith Health
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Selvam, Shruthi. "Nature based Playground, Design for Children with Autism". Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/84943.

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Recent studies and research demonstrate the importance of play and play-based learning. There are many articles that have shown that play is an essential component of a child's development. Play-based learning is even more important for children with disabilities. Without play, special needs children may develop learning deficits that complicate the disabilities they are already experiencing. The benefits of play are inextricably related to the environments in which it occurs. Play environments need to be carefully designed to ensure that children are able to realize the full benefits of play. In the United States, public play areas are abundant. However, do these play areas stimulate the development of children? Have they been designed to be inclusive to those with special needs? The need to have play areas that are truly accessible is further amplified by recent statistics, which show that there is an upward trend in the number of U.S. students with disabilities. Consequently, there is a significant need for play spaces that are stimulating and inclusive to children of all abilities. This paper highlights the importance of play, play environments, and disability play. It provides an overview of disabilities in children and their effects on play. It critically examines the current state of play in America. Based on literature review, historical information, and critical analyses of existing play areas, this paper advocate for nature-based playgrounds. Through the design of a play landscape that is nature-based and inclusive to children with Autism, this paper demonstrates significant advantages of nature-based inclusive play space design and advocates for such play spaces over traditional play spaces designed with man-made materials.
Master of Landscape Architecture

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Silva, Cátia Sofia Morgado Rafael. "Design de produto para crianças autistas". Master's thesis, Faculdade de Arquitectura de Lisboa, 2011. http://hdl.handle.net/10400.5/4695.

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Tese de Mestrado em Design de Produto
A presente dissertação trata uma investigação teórico-prática na área de Design de Produto com o objectivo principal de formular um conceito de produto para crianças autistas, procurando indicadores de simplificação de aprendizagens que promovam estimulações das suas competências de promoção e estimulação de competências, focando a necessidade que têm estas crianças de processar a informação cognitiva de uma maneira muito selectiva. Desta forma, cruzam-se temas como o Design de Produto, o Design Inclusivo e o Autismo para entender como o Design de Produto pode contribuir para o desenvolvimento de crianças com Perturbação do Espectro do Autismo. Centrada no Autismo, foi feita uma pesquisa sobre o tema para melhor entender a síndrome, as suas características e limitações, bem como as formas de intervenção utilizadas em crianças PEA para lhes proporcionar uma vida o mais confortável e independente possível. Em simultâneo fez-se uma abordagem teórica sobre Design englobando Design de Produto e Design Inclusivo, de forma a conhecer o seu desenvolvimento, as suas preocupações e objectivos. Para complementar elaborou-se uma pesquisa e análise de produtos existentes para pessoas com necessidades especiais, procurando conhecer as suas características, quer físicas, quer de estimulação. Esta pesquisa serviu de inspiração e suporte para o resultado final. Assim, idealizou-se um produto que proporciona o controlo de estimulações para o desenvolvimento de capacidades e tarefas e que se adapta a vários ambientes e situações (terapêuticas e/ou educacionais) facilitando a atenção e concentração de crianças com PEA.
ABSTRACT - The present thesis attend to a theoretical and practical investigation on the Product Design field with the main aim of formulate a concept of a product for autistic children, looking for indicators of stimulation and promotion of skills and learning, focusing the necessity that these children feel to process the cognitive information in a very selective way. Thereby, themes as Product Design, Inclusive Design and Autism have been converged to better understand how Product Design may contribute for the development of autistic children. Zooming in Autism, a research was made on the subject in order to better understand the syndrome, it’s features and handicaps, as well as the interventions used on autistic children in the name of providing them the most comfortable and independent life possible. Simultaneously, a theoretical approach on Design has been issued, involving both Product and Inclusive Design in order to discover their development, concerns and objectives. As complement, a research and analysis on available products for special-needed people was drawn up, aiming to realize their both substantial and stimulation features. Children with DAS face the world in a particular way, performing a hyper-selective perception of the entourage. Their handicaps carry them away from people; conduct them to create routines of their very own which turns difficult their development and learning even in everyday’s task performance. With a proper care, their life quality can be improved and this is where this research can help. Therefore, it’s been conceptualized a product which offers stimulus for skills and tasks development and which may be adapted to several ambiences and purposes (therapeutic and educational), easing autistic children’s attention and concentration

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Long, Emily Ann. "Classroom lighting design for students with autism spectrum disorders". Kansas State University, 2010. http://hdl.handle.net/2097/6915.

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Master of Science
Department of Architectural Engineering and Construction Science
Raphael A. Yunk
Autism Spectrum Disorders, (ASD) are being diagnosed at an alarming rate. Students with ASD face many challenges in educational environments and struggle to overcome daily distractions. Students with ASD have variances in neuron connections that cause them to receive and understand their environment differently than a student without special needs. In the educational classrooms, fluorescent lighting is a significant source of extraneous stimuli that not only a source of annoyance but can also trigger common symptoms of ASD. Fluorescent fixtures economically provide an acceptable uniformity and quality of illumination, but also have disadvantages that can aggravate symptoms in students with ASD. Ballasts are required for the operation of fluorescent fixtures. These ballasts, especially if not replaced at the end of their usable life, can generate an audible hum and cyclical flickering of light. Alternative light sources, such as incandescent lamps and fixtures should be evaluated and installed not only in special needs classrooms but standard group classrooms as well. Providing additional sources or quality sources of light may help students with ASD focus on the information presented in the classroom. Traditional classroom design needs to be re-evaluated to accommodate the needs of those students with ASD to better provide a comfortable and less distracting learning environment. It is difficult to establish rigid standards for lighting designs sensitive to individuals and special needs occupants'. By understanding the symptoms of ASD and taking into account the occupants needs lighting designers will be better able to design an environment that is both comfortable and educational. This report will address the classroom environment and student considerations in order to develop parameters and design practices that will assist new lighting designers.

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Hariri, Leen Nazih. "Sensory Design in Educational Buildings: Elementary School Inclusive for Children with ASD". Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/99095.

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Designing a school turned out to be far more enriching for me as an architect and as a person; it is a process that investigates the deep connection with one's childhood memories and helps in realizing how much impact the school environment has had on shaping the people we become. (In his book The Child, The City, The Artist) Aldo Van Eyck says: " In my beginning is my end … In my end is my beginning." The design of a school should be addressed as a place where childhood memories are created, where our understanding of play, social interaction, independence and awareness of ourselves and our architectural surrounding starts. It adds responsibility on the architect to make that space a perfect platform for learning, curiosity and creativity. As a child, going to school is a long process that may hold many obstacles. We can't imagine what it is like for someone on the Autism Spectrum. One to every 160 children in the world and one in every 59 children in the US are diagnosed with Autism Spectrum Disorder ASD. This high rise in the number of ASD diagnosis should urge architects to think of providing the infrastructure for those children to grow and adequately engage in their communities. This group of schoolchildren have the ability to blend with other neuro-typical children if the school was supportive of this merge both administratively and architecturally. Coming from a country that does not have enough support for such children was a big motivation for my thesis. I felt that we as architects can play a major role in supporting them and even raising awareness about ASD. In my thesis I have designed a school encouraging the inclusivity of students with ASD where the architecture facilitates the co-existence of two groups of children that have different yet complementary capabilities. It is my firm belief that an architecture that can embrace the challenges of such a group of children enriches the social and intellectual growth of both groups simultaneously.
Master of Architecture
This project tackles the question of how architecture can help children on the Autism Spectrum interact with their social and built environment. The project is an elementary school that is designed taking into consideration sensory aspects like color, light, textures and sound. In my thesis I have designed a school encouraging the inclusivity of students with ASD where the architecture facilitates the co-existence of two groups of children that have different yet complementary capabilities. It is my firm belief that an architecture that can embrace the challenges of such a group of children enriches the social and intellectual growth of both groups simultaneously.

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Ricks, Daniel J. "Design and Evaluation of a Humanoid Robot for Autism Therapy". Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3411.pdf.

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Woodbury, Patricia Powell. "Students with autism: A light/sound technology intervention". W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618724.

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The purpose of the study was to investigate the effectiveness of light/sound technology to promote sensory integration which facilitates the learning capacity of children with autism by reducing their high state of arousal, increasing time on task and decreasing acting-out behaviors. This research extended the work of A. Jean Ayres and Lorna King who theorized that the autistic individual's brain does not register, modulate or integrate sensations that most people notice; auditory and visual inputs are ignored more than other types of sensory stimuli. This study utilized light/sound technology to stimulate and desensitize these sensory channels to facilitate processing of incoming stimuli. The technology was furnished by Dr. Harold Russell and was programmed with a microchip to control the frequency patterns. Twelve subjects were selected to participate in this eight week study; only five subjects completed. They represented schools in the Tidewater region of Virginia and Illinois. Inattention, Impulsivity, and Hyperactivity were assessed with The Attention Deficit Disorder Evaluation Scale-Home and School Versions. Comparison of the results of these measures and qualitative data were incorporated into case studies. There was improvement noted in social skills, attention and on-task behavior. The results are supportive of research conducted with learning disabled and AH/HD students conducted by Drs. Carter and Russell.

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Gupta, Riya. "Degrees of Blending in Educational Buildings, Primary School for Children with Autism". Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/103908.

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Designing a school for children with Autism was a very enriching experience for me. Being a kid in a school is already a very challenging experience but for an autistic kid it can be very overwhelming. Our building codes does not even include someone on the Autism spectrum and hence it is our responsibly as an architect to help create architecture which does not ignore kids with any kind of disability as they have been ignored enough by our society. I wanted to create a safe haven for autistic kids where they could develop their potential to the maximum. The vision for the project was to create an environment that both shelters and challenges these children. Shelter being at the heart of human need for safety and challenge being key to a child's development. This thesis explores how there could be various degrees of blending experienced in an educational institution with relation to its surrounding environment. This connection with nature and its surroundings could be an important source of inspiration that promotes well-being, health, and emotional comfort for the children.
Master of Architecture
This thesis explores how there could be various degrees of blending experienced in an educational institution with relation to its surrounding environment. This connection with nature and its surroundings could be an important source of inspiration that promotes well-being, health, and emotional comfort for the children.

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Más fuentes

Libros sobre el tema "Design for autism"

Paron-Wildes, A. J. Interior design for autism from childhood to adolescence. Hoboken, New Jersey: John Wiley & Sons, Inc., 2013.

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Paron-Wildes, A. J. Interior design for autism from adulthood to geriatrics. Hoboken, New Jersey: John Wiley and Sons, Inc., 2014.

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Paron-Wildes, A. J. Interior design for autism from birth to early childhood. Hoboken, New Jersey: John Wiley & Sons, Inc., 2013.

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Talu, Valentina y Giulia Tola. La città per immagini: Verso la definizione di un insieme di requisiti spaziali per la progettazione di città autism friendly. Trento]: LISt Lab, 2018.

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Yanni, Carla. The architecture of madness: Insane asylums in the United States. Minneapolis: University of Minnesota Press, 2007.

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The architecture of madness: Insane asylums in the United States. Minneapolis, USA: University of Minnesota Press, 2007.

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Paron-Wildes, A. J. Interior Design for Autism from Adulthood to Geriatrics. Wiley & Sons, Incorporated, John, 2013.

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Paron-Wildes, A. J. Interior Design for Autism from Childhood to Adolescence. Wiley & Sons, Incorporated, John, 2013.

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Paron-Wildes, A. J. Interior Design for Autism from Adulthood to Geriatrics. Wiley & Sons, Incorporated, John, 2013.

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Paron-Wildes, A. J. Interior Design for Autism from Adulthood to Geriatrics. Wiley & Sons, Incorporated, John, 2013.

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Capítulos de libros sobre el tema "Design for autism"

Di Salvo, Andrea y Paolo Marco Tamborrini. "Interaction Design Tools for Autism". En Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 243–53. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49616-0_23.

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Yuill, Nicola. "Play Space Design in Autism". En Encyclopedia of Autism Spectrum Disorders, 1–5. New York, NY: Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-6435-8_102329-1.

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Yuill, Nicola. "Play Space Design in Autism". En Encyclopedia of Autism Spectrum Disorders, 3531–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_102329.

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Luiselli, James, Francesca Happé, Hillary Hurst, Stephanny Freeman, Gerald Goldstein, Carla Mazefsky, Alice S. Carter et al. "Within-Subject Design". En Encyclopedia of Autism Spectrum Disorders, 3391. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_101568.

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Macy, Kelly, Wouter Staal, Cate Kraper, Amanda Steiner, Trina D. Spencer, Lydia Kruse, Marina Azimova et al. "Block Design Subtest". En Encyclopedia of Autism Spectrum Disorders, 464–65. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_226.

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Soto, Timothy y Cate Kraper. "Block Design Subtest". En Encyclopedia of Autism Spectrum Disorders, 716–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_226.

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Lopes, Inês, Ernesto Filgueiras, Alexandre Guerreiro y João Monteiro. "Inclusive Design: Furniture Design for Autism Parents Support". En Design, User Experience, and Usability: Design Thinking and Practice in Contemporary and Emerging Technologies, 168–86. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05906-3_13.

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Thoma, Colleen A., Irina Cain, Andrew Wojcik, Monica Grillo, LaRon A. Scott y Kathryn Best. "Universal Design for Transition for Students on the Spectrum". En Autism Spectrum Disorders, 297–326. 5^a ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003255147-15.

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Glumbić, Nenad, Mirjana Đorđević y Branislav Brojčin. "Participatory Design". En Digital Inclusion of Individuals with Autism Spectrum Disorder, 19–45. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12037-4_2.

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Rice, Catherine E. "Study Design Impact on Prevalence". En Encyclopedia of Autism Spectrum Disorders, 3020–21. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_11.

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Actas de conferencias sobre el tema "Design for autism"

Subramani, Guru, Aubrey M. Fisher, Moria F. Bittmann, Andrea H. Mason, Brittany G. Travers y Michael R. Zinn. "Development of a Robotic Motor Skills Assessment System for Children With Autism". En 2017 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/dmd2017-3447.

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Autism is a developmental disorder characterized by atypical social interactions and repetitive behaviors/restricted interests[1]. It is found that children with autism also experience delayed or impaired motor skills development [2]. It would be advantageous to develop methods that precisely evaluate these motor skills impairments. The use of robots for evaluating upper limb motor competency have been looked at in the stroke literature [3]. We would like to leverage robotic tools for motor skills assessment but with focus for children with autism spectrum disorder. Robotic methodologies provide a unique way of testing upper limb motor skills. For instance, if a person holds on to the end of a robot arm and moves the robot arm in space, the robot can apply forces and prevent or assist the person with these motions. In this fashion, the robot can apply perturbations in a repeatable and precise manner with high fidelity. Since individuals with autism have anxieties interacting with other individuals[4], using an impersonal robot would alleviate the anxiety of social interactions. These individuals learn motor skills best with consistent repetition and strong reinforcement, qualities that robots provide. Therefore, a robot based evaluation strategy and therapy paradigm for children with Autism would be beneficial for the community.

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Akbulut, Akhan. "Computer aided autism threapy system design". En 2015 Medical Technologies National Conference (TIPTEKNO). IEEE, 2015. http://dx.doi.org/10.1109/tiptekno.2015.7374615.

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Mokashi, Sanika, Svetlana Yarosh y Gregory D. Abowd. "Exploration of videochat for children with autism". En IDC '13: Interaction Design and Children 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2485760.2485839.

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Menzies, Rachel. "Developing for autism with user-centred design". En The proceedings of the 13th international ACM SIGACCESS conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2049536.2049624.

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Rambhia, Twinkle, Madhuri Dhodi, Vaibhavi Patel y D. R. Kalbande. "Design of an intelligent system for autism". En 2018 International Conference on Communication information and Computing Technology (ICCICT). IEEE, 2018. http://dx.doi.org/10.1109/iccict.2018.8325890.

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Marchese, Courtney. "Activity theory and interface design for autism treatment". En ACM SIGGRAPH 2013 Posters. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2503385.2503403.

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Navedo, Jessica, Amelia Espiritu-Santo y Shameem Ahmed. "Strength-Based ICT Design Supporting Individuals with Autism". En ASSETS '19: The 21st International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3308561.3354637.

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Elbeleidy, Saad. "Towards Effective Robot-Teleoperation in Therapy for Children with Autism". En IDC '21: Interaction Design and Children. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3459990.3463401.

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Gumtau, Simone, Paul Newland, Chris Creed y Simon Kunath. "MEDIATE – a responsive environment designed for children with autism". En Accessible Design in the Digital World Conference 2005. BCS Learning & Development, 2005. http://dx.doi.org/10.14236/ewic/ad2005.14.

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Millen, Laura, Sue Cobb y Harshada Patel. "A method for involving children with autism in design". En the 10th International Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1999030.1999057.

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Informes sobre el tema "Design for autism"

Meng, Shu-Qiao, Ai-Guo Chen, Wen-Xia Tong, Shi-Meng Wang y Zhi-Yuan Sun. The Effect of Physical Activity on Motor Skills Disorder of Children with Autism Spectrum Disorder: A Meta-Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, febrero de 2023. http://dx.doi.org/10.37766/inplasy2023.2.0068.

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Review question / Objective: Meta-analysis was used to systematically investigate the improvement effect of physical activity on motor skills disorder in children with autism spectrum disorder (ASD), and to summarize the best exercise program. To obtain high-quality study results, the PICOS principles are usually relied upon to help complete the study design during the construction of the scientific question. That is, the target population (P) for evidence application is children with ASD; the intervention (I) is motor training such as aerobic, resistance exercise or combined exercise; the comparative measure (C) is other non-motor interventions; the outcome indicators (O) are improvements in gross motor ability, fine motor ability, and balance and coordination; and the type of evidence is a randomized controlled trial. Eligibility criteria: Subjects included in the paper were required to be children with ASD diagnosed by an authoritative institution, with consistent pre-experimental characteristics; with a complete intervention program and accurate post-test results, and the type of study in the literature was a randomized controlled trial.

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Roux, Anne M., Jessica E. Rast, K. A. Anderson y Paul T. Shattuck. National Autism Indicators Report: Vocational Rehab. A.J. Drexel Autism Institute, mayo de 2016. http://dx.doi.org/10.17918/nairvocrehab2016.

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Employment is about more than simply earning a paycheck - it influences quality of life, independence, and wellness. Historically, employment outcomes for adults with autism are poor. The U.S. Vocational Rehabilitation system (VR) is designed to provide support to states for implementation of services to assist people with disabilities to prepare for, find, and keep employment. VR data allow us to examine some outcomes for those with autism compared to their peers.

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Mark F. Horstemeyer. From Atoms to Autos - A new Design Paradigm Using Microstructure-Property Modeling Part 1: Monotonic Loading Conditions. Office of Scientific and Technical Information (OSTI), marzo de 2001. http://dx.doi.org/10.2172/791300.

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Wallace, Ina F. Universal Screening of Young Children for Developmental Disorders: Unpacking the Controversies. RTI Press, febrero de 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0048.1802.

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In the past decade, American and Canadian pediatric societies have recommended that pediatric care clinicians follow a schedule of routine surveillance and screening for young children to detect conditions such as developmental delay, speech and language delays and disorders, and autism spectrum disorder. The goal of these recommendations is to ensure that children with these developmental issues receive appropriate referrals for evaluation and intervention. However, in 2015 and 2016, the US Preventive Services Task Force (USPSTF) and the Canadian Task Force on Preventive Health Care issued recommendations that did not support universal screening for these conditions. This occasional paper is designed to help make sense of the discrepancy between Task Force recommendations and those of the pediatric community in light of research and practice. To clarify the issues, this paper reviews the distinction between screening and surveillance; the benefits of screening and early identification; how the USPSTF makes its recommendations; and what the implications of not supporting screening are for research, clinical practice, and families.

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Viswanathan, Meera, Jennifer Cook Middleton, Alison Stuebe, Nancy Berkman, Alison N. Goulding, Skyler McLaurin-Jiang, Andrea B. Dotson et al. Maternal, Fetal, and Child Outcomes of Mental Health Treatments in Women: A Systematic Review of Perinatal Pharmacologic Interventions. Agency for Healthcare Research and Quality (AHRQ), abril de 2021. http://dx.doi.org/10.23970/ahrqepccer236.

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Background. Untreated maternal mental health disorders can have devastating sequelae for the mother and child. For women who are currently or planning to become pregnant or are breastfeeding, a critical question is whether the benefits of treating psychiatric illness with pharmacologic interventions outweigh the harms for mother and child. Methods. We conducted a systematic review to assess the benefits and harms of pharmacologic interventions compared with placebo, no treatment, or other pharmacologic interventions for pregnant and postpartum women with mental health disorders. We searched four databases and other sources for evidence available from inception through June 5, 2020 and surveilled the literature through March 2, 2021; dually screened the results; and analyzed eligible studies. We included studies of pregnant, postpartum, or reproductive-age women with a new or preexisting diagnosis of a mental health disorder treated with pharmacotherapy; we excluded psychotherapy. Eligible comparators included women with the disorder but no pharmacotherapy or women who discontinued the pharmacotherapy before pregnancy. Results. A total of 164 studies (168 articles) met eligibility criteria. Brexanolone for depression onset in the third trimester or in the postpartum period probably improves depressive symptoms at 30 days (least square mean difference in the Hamilton Rating Scale for Depression, -2.6; p=0.02; N=209) when compared with placebo. Sertraline for postpartum depression may improve response (calculated relative risk [RR], 2.24; 95% confidence interval [CI], 0.95 to 5.24; N=36), remission (calculated RR, 2.51; 95% CI, 0.94 to 6.70; N=36), and depressive symptoms (p-values ranging from 0.01 to 0.05) when compared with placebo. Discontinuing use of mood stabilizers during pregnancy may increase recurrence (adjusted hazard ratio [AHR], 2.2; 95% CI, 1.2 to 4.2; N=89) and reduce time to recurrence of mood disorders (2 vs. 28 weeks, AHR, 12.1; 95% CI, 1.6 to 91; N=26) for bipolar disorder when compared with continued use. Brexanolone for depression onset in the third trimester or in the postpartum period may increase the risk of sedation or somnolence, leading to dose interruption or reduction when compared with placebo (5% vs. 0%). More than 95 percent of studies reporting on harms were observational in design and unable to fully account for confounding. These studies suggested some associations between benzodiazepine exposure before conception and ectopic pregnancy; between specific antidepressants during pregnancy and adverse maternal outcomes such as postpartum hemorrhage, preeclampsia, and spontaneous abortion, and child outcomes such as respiratory issues, low Apgar scores, persistent pulmonary hypertension of the newborn, depression in children, and autism spectrum disorder; between quetiapine or olanzapine and gestational diabetes; and between benzodiazepine and neonatal intensive care admissions. Causality cannot be inferred from these studies. We found insufficient evidence on benefits and harms from comparative effectiveness studies, with one exception: one study suggested a higher risk of overall congenital anomalies (adjusted RR [ARR], 1.85; 95% CI, 1.23 to 2.78; N=2,608) and cardiac anomalies (ARR, 2.25; 95% CI, 1.17 to 4.34; N=2,608) for lithium compared with lamotrigine during first- trimester exposure. Conclusions. Few studies have been conducted in pregnant and postpartum women on the benefits of pharmacotherapy; many studies report on harms but are of low quality. The limited evidence available is consistent with some benefit, and some studies suggested increased adverse events. However, because these studies could not rule out underlying disease severity as the cause of the association, the causal link between the exposure and adverse events is unclear. Patients and clinicians need to make an informed, collaborative decision on treatment choices.

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Are autistic behaviours a trait or a state of anorexia nervosa? ACAMH, octubre de 2020. http://dx.doi.org/10.13056/acamh.13601.

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Anorexia nervosa (AN) and autism spectrum disorder (ASD) seem to co-occur more frequently than would be expected by chance.1,2 Yet because most studies investigating the nature of this co-occurrence have used a retrospective design, where the data are prone to recall bias, we don’t know whether the elevation of autistic traits in AN is present from childhood or rather from AN onset.

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