Technologies supporting autistic people
2017
(Figure Anonymous).
Overview of existing products design for (and/or used by) people on the
Autistic Spectrum
Based on master thesis Anonymous (2017)
Master thesis Anonymous (2017)
|
|
|
|
|
|
The Eyes Have It |
mini game as part of Lets Face It! Designed to teach facial
processing, including finding a face in a scene, matching faces with similar
expressions, creating a face with different emotional components, and following eye gaze of a face on
the screen |
|
(Kientz, Goodwin et al. 2013) |
|
Facial affect recognition* |
a tool for teaching facial affect recognition |
|
(Kientz, Goodwin et al. 2013) |
|
Mind Reading |
designed to teach individuals with autism to read and understand
emotions by using strength areas typical of their target user population to
address reading emotions. |
|
(Kientz, Goodwin et al. 2013) |
|
TROCAS system |
improve communication skills of individuals with autism. specifically
built to allow individuals with autism to specify communication preferences
and present them in a format
that would allow for the best user
experience. |
|
(Kientz, Goodwin et al. 2013) |
|
Bubble Dialogue |
using a HyperCard-based technique as a constructivist education tool
that uses a comic strip model with speech bubbles to teach communication
skills |
|
(Kientz, Goodwin et al. 2013)
|
|
Video-based modeling * |
involves watching recorded videos
of others or oneself
performing a behavior correctly or positively. |
|
(Kientz, Goodwin et al. 2013) |
|
Crowdsourci ng-generated instructional models* |
Crowdsourcing-generated instructional models. enable the production of
large quantities of high quality social
stories |
|
(Kientz, Goodwin et al. 2013) |
|
GoTalk |
speech generation device that predates the use of
general
purpose mobile devices for similar purposes |
|
(Kientz, Goodwin et al. 2013) |
|
HygieneHelp er |
Homescreen displays a message each day sharing
additional
educational tips or motivational messages |
|
(Kientz, Goodwin et al. 2013) |
|
VidCoach |
shows a model student participating in a job interview |
|
(Kientz, Goodwin et al. 2013) |
|
Brain Power system |
Brain Power offers a suite of tools to help children and adults on the
autism spectrum teach themselves life skills crucial to self sufficiency. |
|
http://www.brain- power.com/ |
|
Sked |
uses a combination of wall-mounted displays and smaller tablets.
Researchers replacement of paper-based systems
for prompting,
communication, teaching of academic skills, and token-based rewards in two
classrooms |
|
(Kientz, Goodwin et al. 2013) |
|
Music authoring |
Collaborative and individual
music composition. Trains
Creativity, fine motor skills, turn-taking, sharing
and collaborating |
|
(Kientz, Goodwin et al. 2013) |
|
Untangle |
Visual puzzle solving. Trains talking aloud to cooperatively solve the
puzzle,
fine motor skills, turn-taking |
|
(Kientz, Goodwin et al. 2013) |
|
Photogoo |
Emotion modeling. Trains understanding others emotions, fine
motor
skills, detecting and predicting others facial emotions |
|
(Kientz, Goodwin et al. 2013) |
|
SIDES |
encouraged collaboration and decreased competition through a
cooperative puzzle activity |
|
(Kientz, Goodwin et al. 2013) |
|
TrollSkogen project |
use the concept of a Troll Forest, borrowed from Scandinavian
fairytales, as a platform for micro-applications designed to
support
learning of a variety of skills |
|
(Kientz, Goodwin et al. 2013) |
|
Street safety* |
Using virtual reality to teach street safety |
|
(Kientz, Goodwin et al. 2013) |
|
Virtual peer* |
virtual peer for teaching social skills |
|
(Kientz, Goodwin et al. 2013) |
|
MOSOCO |
uses AR to teach social skills |
|
(Kientz, Goodwin et al. 2013)
|
|
Pictogram Room |
superimposes images over a live video
to teach individuals
different skills, such as body awareness and interacting with others |
|
(Kientz, Goodwin et al. 2013) |
|
Pretend play* |
helping comprehension and
flexibility of object substitution
during pretend play |
|
(Kientz, Goodwin et al. 2013)
|
|
SenseCam |
periodically capture
children with autisms views of the
environment or automatically capture images based on changes in onboard
sensors (light, temperature, accelerometer) throughout the day. enable
minimally verbal children with autism to capture, share, and discuss life
experiences |
|
(Kientz, Goodwin et al. 2013) |
|
bubble- blowing robot
|
robot design attributes that facilitate lasting engagement |
|
(Kientz, Goodwin et al. 2013) |
|
Bandit |
Promoting social emotion skills |
|
(Kientz, Goodwin et al. 2013) |
|
Name |
Description |
Visual |
Source |
|
Let s learn emotions |
A tool to teach children to recognize different emotions. It has the
option to personally add new emotions by adding your own images. |
|
http://www.appyautism.com/ en/app/lets-learn-emotions/ |
|
The zones of regulation |
A game that helps the user to recognize emotions, and how to regulate
their emotions as well. It also explores how triggers or different events can
impact how the user is feeling. |
|
http://www.appyautism.com/ en/app/the-zones-of- regulation/ |
|
Facesay |
A game that aims at improving emotion and face recognition. They use a
patented method of mapping , quantifying and amplifying the region around the eyes and eyebrows. |
|
http://www.facesa y.com/ store.html |
|
Emotion trainer |
Teaches the user how to recognize and predict emotions in other
people. It uses real photographs and examples relevant to daily life to
gradually teach some of the skills underlying emotional understanding. |
|
http://www.appyautism.com/ en/app/emotion-trainer/ |
|
How do you feel today? |
Children learn to identify how they are feelin through a mirror and
photo s expressing five different emotions. |
|
w ww . l a ke s h o r e l e a r ni n g . c o m |
|
Airwalker therapy swing |
This swing encourages sensory integration, coordination and spatial
awareness, and offers an experience of suspensoin and weightlessness as a
womb-like safety and comfort |
|
https://www.autism- products.com/ Airwalker_Therapy_Swing_p/
007937.htm |
|
Tactile tangle relax |
A sensory toy is designed to relieve stress through smooth repetitive
twisting. |
|
https:// www.tanglecreations.com/ products/tangle-relax- therapy |
|
Weighted compression ves ts |
A vest that provides compression and weight, which feels like the
experience of a hug, which can help overstimulated children to calm down. |
|
http:// www.specialneeds.com/ products-and-services/
autism/what-pressure-vest Image: http://www.senso- care.nl/squease- opblaasbaa r-drukvest.html |
|
Personal travel assistant* |
personal travel assistant that interfaced directly
with disabled
individuals |
http://www.coach2care.nl/ |
(Burleson, Newman et al. 2012) |
|
Care system |
The CARE system provides advanced e- health multimedia services in
which physical in-home activities and interventions are connected with
interactive support, web-based services, distributed awareness, and remote
interventions |
|
(Burleson, Newman et al. 2012) |
|
ThinkM |
a memory machine for
capturing and reflecting on difficult
social situations |
|
(Frauenberger 2015) |
|
XSmart |
a story telling machine projecting cues into the hand of the child |
|
(Frauenberger 2015) |
|
Look At Me app |
Aims to improve an individuals ability to make eye contact |
|
http://pages.samsung.co m/ca/lookatme/English/ |
|
AutiPlan
|
bedoeld om mensen met een autisme spectrum stoornis te ondersteunen
door ze te voorzien van een heldere dagplanning met pictogrammen
|
|
http://www.autilook.nl/in dex.php/ondersteuning/it
em/rondje-open-kaart |
|
OVcoach |
helpt je om zelfstandig met het openbaar vervoer te reizen.
|
|
http://www.autilook.nl/in dex.php/ondersteuning/it
em/rondje-open-kaart |
|
Studeercoac h |
helpt studenten in het beroeps- en hoger onderwijs om zelfstandig te
werken aan opdrachten, toetsen en geeft tips over stages en begeleiding.
|
|
http://www.autilook.nl/in dex.php/ondersteuning/it
em/rondje-open-kaart |
|
Time Timer Plus |
Met de Time Timer Plus maak je eenvoudig inzichtelijk hoeveel tijd er
nog is om bijvoorbeeld een bepaalde taak uit te voeren. De rode schijf van de
Time Timer laat zien hoelang iets nog duurt of mag duren
|
|
http://www.autilook.nl/in dex.php/ondersteuning/it
em/rondje-open-kaart |
|
Augmentativ e and Alternative Communicati on tool * |
|
|
https://www.smore.com/ 6a9e-thinking-outside- the-device
|
|
Voice in the Box |
Multi-message battery operated communication devices |
|
https://www.cesa7.org/s ped/autism/assist/asst1 4.htm
|
|
Attainment Go Talk Carry Stand |
Communications Autism Solutions Assistive Technology
|
|
http://www.mansionscho ols.com/attainment-go-
talk-carry-stand-9-x-12-x- 1-inch-green-vinyl- 032671-communications-
autism-solutions-as.html |
|
TalkBook Four Vinyl Display and Storage Folder |
Communications Autism Solutions Assistive Technology
|
|
http://www.mansionscho ols.com/talkbook-four-
vinyl-display-and-storage- folder-029610- communications-autism-
solutions-assistive- tech.html
|
|
Voice Output Device
|
The AT Cycle guides an IEP team in selecting a voice output device to
help a four-year-old express herself
|
|
https://www.youtube.co m/watch?v=7Ovexx0wzh c |
|
Time-a-Task Desktop Schedule
|
A handy schedule with a built-in digital timer, the Time-a-Task
Schedule is an easy-to-use schedule that lets students time a task by
counting up or down with the audible alarm.
|
|
http://www.mayer- johnson.com/time-a-task- schedule-desktop-with-
clear-pocket |
|
Easy Push Talking Pocket
|
The Easy Push Talking Pocket is the Talking Pocket - with a large,
easy-to-use push plate instead of a button. The perfect communication solution for any student
|
|
http://www.mayer- johnson.com/easy-push- talking-pocket |
|
Time Each Task Schedule System with 5 Timers
|
Increase independence with the Time Each Task Schedule System with 5
Timers. Heres how it works: Students take pre-set timer from schedule, start
it, and when the task is complete, replace timer and move picture down.
Timers include an audible alarm. Count down, or count up to time a task!
|
|
http://www.mayer- johnson.com/time-each- task-schedule-system-
with-5-timers |
|
Learning Resources Time Tracker |
Many people with autism experience fragmented or delayed time
perception, which can present challenges to social interaction and learning.
Understanding time perception in autism spectrum disorder can help parents
and teachers develop better ways to communicate and teach children with
autism. |
|
http://definingautism.co m/assistive-technology- autism |
|
|
|||
|
|
|||
|
Portable Fabric Schedule Bifold
|
Fit Picture Communication SymbolsTM (PCS) on the Portable Fabric
Schedule fold and attach it to your belt or pant loop with included webbing
strap for instant communication on the go.
|
|
http://www.mayer- johnson.com/portable- fabric-schedule-bifold-
royal-blue |
|
Multicolor Fabric Picture Schedules with Pockets
|
Choose this colorful set of loop fabric schedules with removable
pockets for hanging and repositioning pictures activities! The pocket at the
bottom stores all pictures of completed activities. Did Sara finish her
homework before dinner? Remove the Homework picture and put it in the
pocket. Next up, dinner!
|
|
http://www.mayer- johnson.com/multicolor- fabric-picture-schedules-
with-pockets-set-of-5- regular |
|
Cozy caterpillar |
A compression tube body sock provides deep calming pressure from the
shoulders down. |
|
https://www.sommerfly.com/ Cozy_Caterpillar_Compressio
n_Tube_p/cct0.htm |
|
Weighted blanked |
A blanked that provides deep, therapeutic pressure for sensory
stimulation to calm down and relax. |
|
http://www.southpaw.co.uk/ weighted-blankets--lap-pads- 31-c.asp |
|
Sensory pillow |
Used for students to keep hands occupied. The tactile experience is meant
to calm down and soothe the students. |
|
https://
www.nationa lautismr esource
s.com/large-sensory-pillow/ |
|
Vibe mitt |
A soft vibration mitt that provides calming sensory input. |
|
https:// www.healthproductsforyou.c om/p-skil-care-vibrator- mitt.html
|
|
Noise reducing earmuffs |
Helps people with autism to manage sound, to reduce stress and anxiety
|
|
https://
www.nationa lautismr esource
s.com/autism-headphones-
n o i s e - r e d uc t i o n - e a r m u f f s
/ |
|
Vibrate snake |
The snake surrounds the body with soothing vibrations. You can wrap it
around the neck, arms, legs or torso. |
|
https:// www.nationalautismresour ces.com/vibrating-snake/ |
|
Somatron Mat |
A sensory mat that can help clients to calm down, relax and lower
stress by a soothing combination of music and vibration. The mat will vibrate
according to the rythm of the music. |
|
http:// www.sensorykidstore.com/ somatron-acoustic-
vibrating-floor-mat- %2Afree-shipping/dp/ 25317 |
|
Fibrotactile snugums |
These snugums provide children with a soothing vibroacoustic effect
close to their bodies. This vibroacoustic effect integrates music and
vibrations, to calm children down. |
|
https://www.biof.com/ somatron/snugums.asp |
|
Q sensor |
The Q sensor is a research tool that records physiological signs of
stress by measuring slight electrical changes in the skin (EDA sensor). The Q
Sensor stores or transmits a wearer s stress levels throughout the day,
giving doctors, caregivers, and patients themselves a new tool for observing
reactions after downloading the data on the computer. |
|
https:// www.technologyreview.com/ s/421316/sensor-detects-
emotions-through-the-skin/ |
|
E4 wristband |
The E4 wristband is the follow-up from the Q sensor and is a research
tool designed for continuous, real- tine data acquisition in daily life. The
researcher needs to monitor the data via the computer. |
|
https://www.empa tica.com/ e4-wristband |
|
Embrace |
The Embrace watch is designed to detect epilptic seizures. However,
with the EDA sensor it can also predict stress. Insights about stress are
given via the app. |
|
https://www.empatica.com/ product-embr ace |
Miscellaneous:
|
Augmented Knights castle game |
|
|
Topobo |
|
|
uses RFID tags and readers to
identify when the player interacts
with objects. encouraged greater occurrence of orientation
behaviors
and more parallel and cooperative play than solitary play. |
|
|
the programmable Topobo set elicited higher levels
of social
interactions than just LEGO, as well as more parallel play rather than
solitary play. |
|
|
children engage with an interactive system that
visualizes their
non-speech vocalizations. The idea is to encourage these vocalizations in
non-verbal |
|
|
children with autism through animations, sound, and stimulating
rewards.encourage multi-syllabic vocalizations |
|
|
(Kientz, Goodwin et al. 2013) |
|
|
|
|
|
(Kientz, Goodwin et al. 2013) |
|
|
|
|
|
Affective Social Quest |
|
|
used plush dolls combined with an on-screen video to help teach
emotion recognition |
|
|
(Kientz, Goodwin et al. 2013) |
|
|
|
|
|
VocSyl |
|
|
(Kientz, Goodwin et al. 2013) |
|
|
|
|
|
Virtual Buddy |
|
|
|
|
|
Virtual social skills training |
|
|
monitor whether children engaged in socially appropriate behaviors
such as making eye contact, following the faces gaze, and pointing in the
same direction. Appropriate behaviors were rewarded with video clips of the
childs favorite shows |
|
|
integrates useful real-life scenarios, including choosing a bus seat
or introducing oneself, into a virtual setting (i.e. an |
|
|
immersive simulator), allowing the user to receive immediate,
quantitative feedback, has been shown to be beneficial |
|
|
affective computing technology, which aids people living with autism
in understanding social cues and facial expressions, through advance image
recognition and appropriate feedback tools |
|
|
(Kientz, Goodwin et al. 2013) |
|
|
|
|
|
N-CAPS |
|
|
Ambient Kitchen project |
|
|
Use of context aware prompting systems to help workers stay
on
task and manage work related job responsibilities. |
|
|
(Mihailidis, Eng et al.) |
|
|
|
|
|
high-fidelity simulation environment consisting of a full-scale kitchen
networked with sensing and feedback technologies. The space provides
real-time task support of kitchen activities through audiovisual instruction
and monitors task progression through sensor-enhanced kitchen tools. |
|
|
(Burleson, Newman et al. 2012) |
|
|
|
|
|
https://openlab.ncl.ac.uk/tag/assisti ve-technology/ |
|
|
(Burleson, Newman et al. 2012) |
|
|
|
|
|
Understandin g social cues* |
|
|
https://www.youtube.com/watch?v =r-hN8Pn2fSo |
|
|
(Burleson, Newman et al. 2012) |
|
|
|
|
|
(Burleson, Newman et al. 2012) |
|
|
|
|
|
beeldhorloge |
|
|
Timmie Timecoach |
|
|
Emotion recognition with Hue |
|
|
lamp* PictoMaat |
|
|
Het Beeldhorloge is ontwikkeld voor mensen die moeite hebben met
klokkijken en/of hulp nodig hebben bij het zich oriteren in de tijd.
Daarnaast biedt het Beeldhorloge hulp bij het structureren van de dag en het
herinnert gebruikers aan afspraken en activiteiten.
Door middel van
afbeeldingen (pictogrammen, foto's, plaatjes) en een piep en/of trilsignaal
wordt de drager herinnert aan een activiteit. |
|
|
Timecoach is een innovatieve timer om te helpen met het stellen van
tijdslimieten. |
|
|
Emotieherkenning kan een terugkoppeling zijn voor mensen die moeite
hebben om emotie bij zichzelf te herkennen. Via bijvoorbeeld kleuren kunnen
ze zo inzicht krijgen in hun eigen belevingswereld. |
|
|
http://www.autilook.nl/in dex.php/ondersteuning/it
em/rondje-open-kaart |
|
