The article deals with the actual issue of the specificity and algorithm of the introduction of innovative AR technologies in the process of psychological and pedagogical support of children with autism spectrum disorders (ASD). An innovative element of theoretical and methodological analysis of the problem and empirical research is the detection of vectors of a constructive combination of traditional psycho-correctional and psycho-diagnostic approaches with modern AR technologies. The analysis of publications on the role and possibilities of using AR technologies in the process of support children with ASD (autism spectrum disorder) and inclusive environment was generally conducted by surfing on the Internet platforms containing the theoretical bases for data publications of scientific journals and patents. The article also analyzes the priorities and potential outcomes of using AR technologies in psycho-correction and educational work with autistic children. According to the results of the analysis of scientific researches, Unified clinical protocol of primary, secondary (specialized), tertiary (highly specialized) medical care and medical rehabilitation “Autism spectrum disorders (disorders of general development)”, approaches for correction, development and education of children with ASD, AR technologies were selected for further implementation in a comprehensive program of psychological and pedagogical support for children with ASD. The purpose of the empirical study is the search, analysis and implementation of multifunctional AR technologies in the psycho-correctional construct of psychological and pedagogical support of children with ASD. According to the results of the pilot study, the priorities and effectiveness of using AR technologies in the development of communicative, cognitive, emotional-volitional, mnemonic abilities of children and actualization of adaptive potential and adaptive, socially accepted behaviors are made. The possibilities and perspectives of using AR technologies as an element of inclusive environment, with regard to nosology and phenomenology, need further investigation.
The processes of reforming special education in Ukraine require interdisciplinary research and finding new optimal ways to develop and shape the personality of children with autism spectrum disorders. The organization of complete and timely care for children with general development disorders (F84 according to the International Classification of Diseases of ICD-10). The main purpose of helping children with autism is their habilitation. Habilitation is the creation of new opportunities, building social potential, i.e. the child’s ability to be realized in this society [30; 34]. All social, psychological, informational and educational work should be aimed at enhancing the personal, cognitive and social status of such a child. The prevalence of autistic development disorders is, according to various data, from 6-17 to 57 per 10,000 children. According to foreign studies, with the timely organization of complex psychological and pedagogical support, 60% of autistic children get the opportunity to study under the program of general school, 30% – under the auxiliary program, almost all of them reach the level of socialization necessary for life in society. In cases where appropriate support is not provided, only 2-3% of autistic children can study in the education system, the rest do not reach the required level of intelligence and socialization. The analysis of psycho-corrective, therapeutic and developmental directions of organization of psychological and pedagogical support of a child with ASD (autism spectrum disorders) indicates the focus on the individual psychological features of the respective child, not focusing on the introduction of rehabilitation cases. Most programs also include elements of the child’s direct communication lines with a specialist that may be a problem for children with ASD. The relevance of the study of the given problem is due to the search for integrative components of the organization of psychological and pedagogical support, focused on a complex combination of leading psychological and pedagogical approaches and innovative AR technologies in the process of habilitation and further integration of the child with ASD.
The aim of the study is to analyze the features and best practices of augmented reality technologies for the psychological and pedagogical support of children with autism spectrum disorders. 1.2
Since the 1990s, special efforts have been made to study the specificity of the mental
dysontogenesis of autistic children, to search for the natural causes and the logic of
autistic development, which revealed the “pervasive” (cross-cutting or spectral) nature
of this disorder [
ASD Violation of
social communication Language disorder
Stereotype / restricted behavior Obsessivecompulsive disorder
Aggressiveness
Intellectual
disorder
Movement disorders, sleep disturbance
Attention Deficit
Hyperactivity
Disorder (ADHD)
Social phobias
Emphasizing on the phenomenological aspects and symptomatic manifestations of the
autism spectrum disorder, recent studies have focused on the use of information,
computer resources and modern AR technologies to improve the organization of
psychological and pedagogical support and the development of adaptive capacity of
children. Wedyan et al. [
In their turn, Marto et al. [
Researchers empirically argue that the use of robots in the interactive game to
promote the development of movement coordination in children with autism spectrum
disorders and encourage the manifestation of verbal and non-verbal communication
[13; 22]. According to the analysis of the existing scientific and practical tendencies
and developments concerning the introduction of modern AR technologies into the
complex system of psychological and pedagogical support of children with autism
spectrum disorders [
Interdisciplinary research was carried out within the framework of the implementation
of research work, which is performed at the expense of the General Fund of the state
budget: “Development of methodology for psychological and pedagogical support of
families raising children with special needs” – the state registration number:
0119U002003, “Adaptive system for individualization and personalization of
professional training of future specialists in blended learning” – the state registration
number: 0120U101970 [30; 33] and with the support of the NGO “Special Parenthood.
Protecting the Rights of Special Families”. Methods used in the research process:
method of theoretical analysis of literary sources, analysis of current experience of
psychological and pedagogical support of the integrative process of adaptation and
development of children with autism spectrum disorders, generalization and
conceptualization of leading domestic and foreign studies, the introduction of VR
technology / psychophysical development of a child with ASD, analysis of studies of
the practical experience of triad interaction “specialists – parents – child with ASD”
[
Name of approach General characteristics and areas
PRT is aimed at developing motivation, social initiative and PRT – Pivotal Response
ability to respond to multiple signals, self-government. It Treatment (authors: Dr Lynn
contributes to further facilitating the perception of educational and Robert Koegle) information. 1. Maximizing the independence of the child. 2. Helping the child to interact effectively with others 3. Increasing and developing intellectual skills, school skills and individual abilities TEACCH – Treatment and 4. Stimulating generalization of skills (new skills the child will Education of Autistic and be able to use most often and effectively in different situations Related Communication at home, in the garden, at school).
Handicapped Children (author: 5. Developing feelings of self, understanding of self Eric Schopler) (development of emotional sphere).
Work with children is in the following areas: imitation; perception; great motor skills; fine motor skills; coordination of eyes and hands; elementary cognitive activity; language; selfservice; social relationships.
Developmental approaches This approach aims at normalizing the affective development of a child with ASD. The approach involves establishing emotional contact with the child and engaging him/her in Emotionally-meaningful
interaction with her loved ones and making sense of what is approach (developed by
happening. Development in emotional community with a close experts of the Institute of
adult allows the child to become more enduring, active and Correctional Pedagogy of
interested, joint reflection and organization of life experience RAE) gives him/her greater freedom and constructiveness in contacts with the environment, opens the possibility of advancement in the development of the cognitive sphere. “Floortime” is a technique focused on the development of a child’s initiative in play and social interaction. The concept of DIR Floortime (author: Stanley DIR and the “Floortime” technique are based on the assumption Greenspan) that by working with emotional or affective manifestations, we can have a beneficial effect on the basic capacities responsible for relationships, thinking and communication.
The essence of the approach is to create a comfortable environment for the child, which includes both a positive psychological attitude to him/her from loved ones and willingness to contact him/her in accordance with his/her needs, interests and organization of environment, which contributes to Son-Rise (authors: Barry and
the gradual, consistent development of the child’s research and Samaria Kauffman) cognitive activity. The idea of the program is to develop relationships with the child through play therapy. The purpose of the program is to change the attitude of the parents towards their child from negative to positive, which is capable of changing himself/herself.
The main purpose of this approach is to develop the necessary skills for children in everyday life, including communicative Daily life therapy (author: Kiyo
ones. Adaptive behavior training and correction of maladaptive Kitakhara) behaviors are done through physical activity, emotional regulation, and academic skills in the group. Name of approach General characteristics and areas
RDI is a method of behavioral therapy based on a child’s motivation for communication, interaction and friendship. The RDI – The Interpersonal approach is based on studies of the human brain that confirm Relationship Development that the brain is able to adapt to any problem. People with Program (authors: Stephen disabilities can adapt and learn to function in a “normal” way. Gatstin and Rachelle Shealy) The purpose of the RDI technique is to complete a step-by-step accelerated path of development for a normally developed child.
Sensory-and-perceptual approaches
The method is aimed at stimulating the work of the sensory receptors in the coordination of different sensory systems.
Sensory integration (author:
Sensory-and-integration therapy is a rigorously dosed and Gene Aires) clearly constructed specific training system of impaired function in a specially organized therapeutic environment.
Tomatis therapy is a means of audio-vocal training. Tomatis Tomatis therapy (author:
therapy is a means of stimulating brain activity through the use Alfred Tomatis) of music based on any polyphonic sound.
Eclectic approaches SCERTS is an innovative educational model for working with children with ASD and their families. It provides specific guidelines for helping your child become a competent and confident social communicator while preventing problematic behaviors that interfere with learning and relationship development. The approach also aims to help families, teachers, and therapists work together as a team, closely coordinated to make the most progress in supporting a child. The abbreviation Model SCERTS (authors: “SCERTS” stands for: Barry M. Prizant, Amy M. SC – Social Communication is development of spontaneous, Weatherby, Emily Rubin and functional communication, emotional expression, safe and Amy Laurent) trusting relationships with children and adults; ER – Emotional regulation is development of the ability to maintain a well-regulated emotional state to cope with daily stress and to be the most open to learning and interaction; TS – Transactional Support is development and implementation of support that helps partners respond to their child’s needs and interests, change and adapt the environment, and provide tools to enhance learning (e.g., image sharing, writing schedules, and sensory support).
The method is based on a “cognitive-and-developmental systemic approach for children with ASD”. Miller’s method employs two basic strategies for the development process: one The Miller Method (author:
involves the transformation of behavioral systems that are Arnold Miller) abnormal, into functional behavior; the other – systematic and regular use in the process of developing occupations of certain activities involving objects and people.
Table 2 constructively describes the main classical psychocorrectional and psychotherapeutic approaches that are actively used in the process of psychological and pedagogical support of children with ASD. Appropriate approaches are reflected in various correction programs, such as: 1. Programs and techniques for young children: ─ “Early Bird” Program ─ Denver Model for Early Intervention for Children with Autism – “Early Start Denver
Model”
─ ASSERT program
─ “Carolina” program for infants and young children with special needs.
2. Programs and Methods for Preschool Children:
─ “Behavior Modification in Autistic Children: A Guide for Parents and Professionals”
─ Teaching Developmentally Disabled Children: “The Me Book” by Lovaas
─ The program “Support for autistic and underdeveloped children. A compendium of
exercises for professionals and parents under the TEACCH program” [
Understanding Another Person)
─ “Teach Me Language” Program – Teach Me To Speak
4. Programs and techniques for children with ASD who have communication
problems:
─ Picture exchange communication system (PECS)
─ Facilitated communication
Integrated implementation of modern AR technologies, free software, unlike other
means of psychological and pedagogical support, allows to realize aspects important
for the rehabilitation process of children with ASD: first, differentiation, because there
are no two identical children with ASD; second, the ability to work with meaning; third,
the visibility [
An analysis of the research and theoretical and methodological reviews revealed four
major components of the beneficial effects of AR technologies on the process of
psychological and pedagogical support of children with autism spectrum disorders:
cognitive, motivational, emotional and social ones. Computer training has seen an
increase in speed and increased concentration of attention; improved learning,
memorization, executive functions, creativity; problem solving skills appear.
Motivational benefits include improved work efficiency and persistence. Emotional
benefits are mood enhancement and adaptive regulation of negative emotions
management strategies such as anger, anxiety, and depression. The introduction of AR
technologies is driving such positive social changes as enhancing cooperation, support,
mutual assistance, and improving behavior and activity [
AR technologies to improve communication skills. According to recent scientific
studies, about 25% of children with ASD are non-verbal, i.e. they have limited or do
not use speech to communicate. The Makaton Charity is a language program that
enables people with disabilities to communicate. It is a unique language program using
gestures, symbols and oral speech that helps to communicate people with
communicative difficulties. The use of gestures makes communication possible for
people who do not speak or their speech is indistinct. Symbols can help communicate
with those who are unable to gesture or prefer graphic expression. With the exception
of verbal language, all communication is considered Assistive and Augmentative /
Alternative Communication (AAC) [9; 27; 36; 37; 38; 40]. Therefore, when a child
with ASD has severe verbal problems, supportive and alternative communication
strategies may be able to express themselves. The complexity of communication has a
significant impact on the quality of life, education, development of social relations. The
use of appropriate AR technology makes communication possible for people who do
not speak or their speech is indistinct. Symbols help communicate to those who cannot
gesture or prefer graphic expression. The program also teaches children to
communicate with adults and peers, hear and understand others, inform about their
needs and desires. Gesticulation stimulates the lingual areas of the brain, which
promotes the development of the child’s articulation apparatus [
The most popular alternative online communication tools for Apps are SceneSpeak,
which creates interactive displays and stories with voices and text broadcasts added to
stories and devices using the Milo language to help children develop communication
skills by creating an interactive history journal. In turn, it should be said that there are
hundreds and thousands of developments, both online and mobile, so it is urgent to
choose the best application for the user. One way to get a more informed view of the
available AR technologies is to explore web resources that look at developments and
applications for people with ASD. For example, DART (Development Autism
Research Technology) reviews about 100 programs and has its own 5-point rating scale.
DART also offers a very useful wheel of applications for selecting the proper Apps for
PWD (Sue Fletcher-Watson researcher) [
AR technologies for stimulating the development of social skills. Learning
technologies based on the iPad and other mobile technologies are common to acquire
social skills. Kolomoiets [
Within the implementation of AR technologies, appropriate developments can be
effectively used in the development of Emotional-Meaning Approach (DIR Floortime,
Daily life therapy), Sensory-Perceptual Approach (Sensory Integration) and Behavioral
Approach (TEACCH (Treatment and Education of Autistic). These programs are
focused not only on the development of competence, cognitive and mnemonic functions
in a child with ASD, but also on the development of emotional-and-volitional
regulation, self-organization, self-control, and the formation of constructive adaptive
mechanisms of interaction with others [
Autistic children think of images, poorly memorize the sequence, so to teach them
it is necessary to correlate the word and the subject and record the sequence. For this
purpose, it is very convenient to use a computer. It is much easier for them to correlate
a word with a picture if they see a word and a picture printed on the screen. Some do
not understand abstract drawings, so we recommend that you first work with real
objects or photos [
The use of Smart Board in psycho-correction work with children with ASD is seen
as an augmented reality platform for empowering autistic children to play with their
siblings, classmates, and friends, and building the communication process [
An interdisciplinary pilot study aimed at the implementation of AR technologies in the concept of traditional psycho-correction effects on a child with ASD has developed and tested a psycho-correction program based on the SCERTS model and augmented reality elements at each session. The corresponding research was carried out in the process of cooperation with parents who raise children with ASD and are members of the Special Parenthood PO “Protecting the Rights of Special Families”. In the course of the research, a preliminary theoretical and methodological analysis of the effectiveness of the introduction of psycho-correction programs and elements of augmented reality in the process of supporting a child with a disorder of the autism spectrum was used. The following techniques were used in the psycho-diagnostic unit: “C.A.R.S Autism Rating Scale”, “Routine Interview “, “M. Durand Behavioral Motivation Survey Scale”, “The Communication Matrix”. The total number of participants in the psycho-correction program is 29 children. As a result of the distribution, two groups were formed: soft and moderate autistic manifestations had 17 children (62.7%) belonging to Group 1, severe autistic manifestations – 10 children (37.3%) belonging to Group 2. The psycho-correction program consisted of four units, and an element of augmented reality was introduced into the structure of each lesson: 1. Developing parental competence: understanding the signals of the child, recommendations for the development of social and everyday skills and communication, developing attention, the ability to structure their space and activity. 2. Updating the adaptive capacity of the child with ASD, development of social skills. 3. Adaptive behavior training and correction of maladaptive behaviors. 4. Teaching children the skills of additional and alternative communication in subgroups. Classes with children with ASD were held at the Laboratory of Psychology of Health of the Department of Psychology and the STEAM-Laboratory of the Department of Informatics and Cybernetics, Bohdan Khmelnytsky Melitopol State Pedagogical University (fig. 2). Fig. 2. Elements of implementation of complex psycho-correction program using AR technologies (a – traditional psycho-correction techniques and methods; b – means of introduction of elements of AR technologies in psycho-correction process).
Observation of the behavior of children during the lessons showed that the multimedia computer program and AR technologies contribute to the emergence of motivational effect in children with ASD (the main task in teaching children with ASD is the development of social motivation). The data of the results of primary and secondary psycho diagnostic procedures were processed and accumulated in table 3. Subgroups of subjects Group 2 As a result of such correctional work, children learned how to use PECS cards and gestures, use visual timetables and AR technologies to explain and express their emotional states, improve interaction with loved ones, expand social interaction experiences and instrumental skills in adaptive living and independent living skills. Prior to the corrective program, most children had atypical behaviors. After the corrective interventions, the number of children with atypical behavior in both groups decreased. Through a comprehensive integrative psycho-correction program using AR technologies, we were able to completely overcome behaviors that were dangerous to ourselves or others. In both groups the level of communication interaction increased significantly. 3
In the process of employing AR technologies, autistic children learn to overcome difficulties, control their activities, evaluate results. When deciding on a computerprogrammed case-study, the child strives for positive results, subordinates his actions to the goal. Thus, the use of modern AR technologies in the process of implementation of psychological and pedagogical support of a child with ASD helps to develop such strong-willed qualities as independence, alertness, concentration, personal control. The results of the pilot empirical research aimed at integrating the combination of traditional psychological-pedagogical methods and AR technologies in the process of psychocorrective work with children with ASD, confirmed the need to introduce a component of additional reality in the process of supporting such children. According to the results of psycho-correcting influence and complex use in each lesson an element of augmented reality in children increased motivation, significantly developed communication skills, social skills and ability of organizing and self-regulation of their own actions and emotional reactions, and a manifestation of atypical, even autoaggressive behavior has decreased. Combining AR technologies and traditional approaches achieves individuality and maximizes the effectiveness of corrective action. Educational and corrective work should be directed mainly to the development of emotional contact and interaction of the child with adults and with the environment, affective development, the formation of internal adaptive mechanisms of behavior, which in turn, increases the overall social adaptation of the autistic child. Thus, the use of AR technologies in psychological and pedagogical support allows children with ASD to feel confident in themselves, helps them to adapt, promotes general socialization; develops skills of constructive interpersonal and communicative interaction. Prospects for further research are the development and testing of a comprehensive model of implementation of AR technologies in the psychological and pedagogical construct of accompanying children with disorders of the autism spectrum according to the nature and degree of disorders of interaction with the external environment, as well as the type of autism itself and individual characteristics of the child.