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Bowsher-Murray C, Jones CR, von dem Hagen E. Beyond simultaneity: Temporal interdependence of behavior is key to affiliative effects of interpersonal synchrony in children. J Exp Child Psychol 2023; 232:105669. [PMID: 36996749 DOI: 10.1016/j.jecp.2023.105669] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2022] [Revised: 02/22/2023] [Accepted: 02/27/2023] [Indexed: 03/30/2023]
Abstract
Interpersonal synchrony (IPS) is the temporal coordination of behavior during social interactions. IPS acts as a social cue signifying affiliation both when children witness IPS between others and when they experience it themselves. However, it is unclear which temporal qualities of IPS produce these effects and why. We hypothesized that both the simultaneity and temporal regularity of partners' actions would influence affiliation judgments and that subjective perceptions of IPS ("togetherness") would play a role in mediating these relations. In two online tasks, children aged 4 to 11 years listened to a pair of children tapping (witnessed IPS; n = 68) or themselves tapped with another child (experienced IPS; n = 63). Tapping partners were presented as real, but the sounds attributed to them were computer generated so that their temporal relations could be experimentally manipulated. The simultaneity and regularity of their tapping was systematically manipulated across trials. For witnessed IPS, both the simultaneity and regularity of partners' tapping significantly positively affected the perceived degree of affiliation between them. These effects were mediated by the perceived togetherness of the tapping. No affiliative effects of IPS were found in the experienced IPS condition. Our findings suggest that both the simultaneity and regularity of partners' actions influence children's affiliation judgments when witnessing IPS via elicited perceptions of togetherness. We conclude that temporal interdependence-which includes but is not limited to simultaneity of action-is responsible for inducing perceptions of affiliation during witnessed IPS.
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Bocci F, Ferrari A, Sarini M. Putting the Gaming Experience at the Center of the Therapy-The Video Game Therapy ® Approach. Healthcare (Basel) 2023; 11:1767. [PMID: 37372884 DOI: 10.3390/healthcare11121767] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Revised: 06/07/2023] [Accepted: 06/12/2023] [Indexed: 06/29/2023] Open
Abstract
Video games have been increasingly used as a form of therapy for various mental health conditions. Research has shown that video games can be used to treat conditions such as depression, anxiety, PTSD, and addiction. One of the main benefits of video games in therapy is that they can provide a sense of engagement and immersion that traditional therapy methods may lack. Additionally, video games can teach valuable skills such as problem solving, decision making, and coping strategies. Video games can also simulate real-life scenarios, allowing individuals to practice and improve social skills in a safe and controlled environment. Furthermore, video games can provide feedback and track progress objectively and quantifiably. This paper proposes an approach, the Video Game Therapy® (VGT®) approach, where game experience is put at the center of the therapy in a tailored way, connecting the individual patient's personality, the therapy's goals, and the suggested type of video game through the Myers Briggs Type Indicator (MBTI).VGT®'s core assumption is that playing video games could facilitate patients in reaching conditions where traditional methodologies and therapeutic approaches could work best. VGT® was elaborated according to the Adlerian therapy vision and, consequently, the different phases of Adlerian therapy and VGT® match. Despite the use of video games in psychotherapy might have some adverse effects in specific cases, VGT® is currently used in three associations with positive results in promoting emotional experimentation and literacy, social feeling, sense of identity, and activating cognitive processes. Future developments include expanding the use of VGT® further to validate such results from a statistical point of view.
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Affiliation(s)
- Francesco Bocci
- Playability Association, Via Sersane, 56, 25050 Ome, Italy
- Game Science Research Center, Via San Ponziano, 6, 55100 Lucca, Italy
| | - Ambra Ferrari
- Playability Association, Via Sersane, 56, 25050 Ome, Italy
| | - Marcello Sarini
- Game Science Research Center, Via San Ponziano, 6, 55100 Lucca, Italy
- Department of Psychology, University of Milano, Bicocca Piazza Ateneo Nuovo 1, 20126 Milano, Italy
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López-Bouzas N, del Moral-Pérez ME. Gamified Environments and Serious Games for Students With Autistic Spectrum Disorder: Review of Research. Rev J Autism Dev Disord 2023:1-13. [PMID: 37363697 PMCID: PMC10173233 DOI: 10.1007/s40489-023-00381-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2022] [Accepted: 05/05/2023] [Indexed: 06/28/2023]
Abstract
The aim of this study is to review the available research (N = 70) derived from the use of Gamified Environments and Serious Games with people with Autistic Spectrum Disorder (ASD), identifying: authorship, nationality, publication period, topic, and design of the investigation. After that, the advantages and limitations observed are identified. Results indicate that most of them are focused on the design and testing of prototypes, (mostly) linked to the increase of social and emotional skills. The revision highlights that the game's mechanics and dynamics (feedback, rewards, missions, etc.) involve students from motivation. There is unanimous agreement to emphasize the positive impact of these resources to increment self-control, self-conscience, autonomy, and empathy.
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Santhanam SP. An Interactive and Neurodiversity-Affirming Approach to Communication Supports for Autistic Students Through Videogaming. Lang Speech Hear Serv Sch 2023; 54:120-139. [PMID: 36626352 DOI: 10.1044/2022_lshss-22-00027] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023] Open
Abstract
PURPOSE Videogaming offers an interactive, enjoyable, and socially valid context for interaction between autistic and non-autistic students in schools. In this tutorial, I describe an approach that supports communication and peer interaction through group-based videogaming. This approach creates an opportunity for autistic and non-autistic students to engage in a meaningful and enjoyable activity and to promote acceptance and appreciation of communication differences. METHOD This tutorial includes development, planning, essential components, goal writing, and a list of resources and directions to implement the videogaming-based group intervention in middle and high school settings. This tutorial is grounded in a supports-based, anti-ableist, neurodiversity framework that embraces a difference-based view of autistic communication. Cost-effectiveness and ease of implementation make this intervention feasible for school settings. CONCLUSIONS Ableist practices are pervasive in academic and clinical settings. There is an urgency within the field of speech-language pathology to address misconceptions regarding autism and autistic individuals, increase the understanding and appreciation of diversity in autistic communication, and eliminate practices that may promote autistic masking. These can be achieved by developing supports that value the preferences and experiences of autistic individuals and honor their strengths. Videogaming is one context that supports social communication. It does not hinge upon normative communication as a benchmark. Increased contact and exposure to autistic peers through fun and engaging game-based interactions help reduce stigma and prejudice toward autistic students.
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Affiliation(s)
- Siva Priya Santhanam
- Department of Communication Sciences and Disorders, College of Health and Human Services, Bowling Green State University, OH
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Hashim HU, Yunus MM, Norman H. Autism Children and English Vocabulary Learning: A Qualitative Inquiry of the Challenges They Face in Their English Vocabulary Learning Journey. Children 2022; 9:628. [PMID: 35626806 PMCID: PMC9140079 DOI: 10.3390/children9050628] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/20/2022] [Revised: 03/24/2022] [Accepted: 03/28/2022] [Indexed: 11/17/2022]
Abstract
Language learning is one of the most important aspects of an individual’s life development and growth. Normal learners’ English language acquisition differs depending on their preferences and learning styles. Children with autism, on the other hand, appear to have different learning methods and routines. There has been a lot of previous work on the language learning styles of normal learners, but not much on the language learning path of children with autism. Due to that, this study aims at investigating the challenges children with autism face in their English vocabulary learning. Observations and focus group discussions were conducted with 45 children with autism, 4 autism education teachers, 2 occupational therapists and a parent of children with mild autism children to investigate the challenges autism children face in their vocabulary learning. The findings have gathered that autistic children encounter a few challenges occasionally in their English vocabulary learning journey. The data were gathered and arranged thematically. Further recommendations and suggestions are discussed in this study.
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Hashim HU, Yunus MM, Norman H. ‘AReal-Vocab’: An Augmented Reality English Vocabulary Mobile Application to Cater to Mild Autism Children in Response towards Sustainable Education for Children with Disabilities. Sustainability 2022; 14:4831. [DOI: 10.3390/su14084831] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
Abstract
The American Psychiatric Association defines autism spectrum disorder as a neurological illness, in which children with the disorder have trouble communicating socially or have a set of behaviours that are recurrent or restricted. Autism learners are mostly visual method learners who learn best through pictures and visuals. Most learners with autism struggle to learn new terminology due to their cognitive difficulties, and with the advent of the Fourth Industrial Revolution, technology is no longer a foreign concept in the educational sphere. The usage of augmented reality technology has proven to be beneficial in offering more relevant learning sessions for autism learners. As a result, underpinned by the learning theories of behaviourism, constructivism, connectives and cognitivism, altogether with the theory of mind and Frame model, an augmented reality smartphone application, called ‘AReal-Vocab’, was created to assist children with mild autism in acquiring English vocabulary. The design and development research approach was employed in this study, in which later, the developed mobile augmented reality application was then tested on six mildly autistic youngsters to see how well the designed and developed augmented reality mobile application aided them in acquiring the English language. The AReal-Vocab mobile application, which was planned and built, has had an impact on the English-vocabulary learning of children with moderate autism, according to the findings. Not only has AReal-Vocab helped mildly autistic children learn English vocabulary in a more engaging and meaningful way, sparking their interest in the language learning process, but it also serves as a platform for instilling leisure learning at home, as well as stimulating pronunciation skills and language articulation. The findings of this study are expected to benefit all parties involved, particularly children with autism, autism educators, and parents of children with autism.
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Jaramillo-Alcázar A, Arias J, Albornoz I, Alvarado A, Luján-Mora S. Method for the Development of Accessible Mobile Serious Games for Children with Autism Spectrum Disorder. Int J Environ Res Public Health 2022; 19:ijerph19073844. [PMID: 35409528 PMCID: PMC8997419 DOI: 10.3390/ijerph19073844] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/15/2022] [Revised: 03/15/2022] [Accepted: 03/21/2022] [Indexed: 02/04/2023]
Abstract
Autism spectrum disorder (ASD) covers a range of neurodevelopmental disorders that begin in early childhood and affects developmental activities. This condition can negatively influence the gaining of knowledge, skills, and abilities, such as communication. Over time, different techniques and methods have been put into practice to teach and communicate with children with ASD. With the rapid advancement in the field of technology, specifically in smartphones, researchers have generated creative applications, such as mobile serious games, to help children with ASD. However, usability and accessibility have not been often taken into account in the development of this type of applications. For that reason, in this work we considered that both, usability and especially accessibility are a very important differentiators for the quality and efficiency of mobile serious games. Our approach has two important contributions, the incorporation of accessibility as a fundamental requirement in the development of a mobile serious game and the proposal of a method for the development of this type of applications for children with ASD, a method that can be used by other developers.
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Affiliation(s)
- Angel Jaramillo-Alcázar
- Facultad de Ingeniería y Ciencias Aplicadas, Universidad de Las Américas, Quito 170125, Ecuador; (J.A.); (I.A.); (A.A.)
- Correspondence: ; Tel.: +593-99-837-2323
| | - José Arias
- Facultad de Ingeniería y Ciencias Aplicadas, Universidad de Las Américas, Quito 170125, Ecuador; (J.A.); (I.A.); (A.A.)
| | - Israel Albornoz
- Facultad de Ingeniería y Ciencias Aplicadas, Universidad de Las Américas, Quito 170125, Ecuador; (J.A.); (I.A.); (A.A.)
| | - Alex Alvarado
- Facultad de Ingeniería y Ciencias Aplicadas, Universidad de Las Américas, Quito 170125, Ecuador; (J.A.); (I.A.); (A.A.)
| | - Sergio Luján-Mora
- Department of Software and Computing Systems, University of Alicante, 03690 Alicante, Spain;
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Molina R, Díaz-Oliván I, Girela B, Moreno M, Jiménez-Muñoz L, Delgado-Gómez D, Peñuelas-Calvo I, Baca-García E, Porras-Segovia A. Video Games as a Complementary Therapy for Schizophrenia: A Systematic Review. J Psychiatr Pract 2022; 28:143-155. [PMID: 35238826 DOI: 10.1097/pra.0000000000000614] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND Schizophrenia is a prevalent and serious disorder. Video games have shown potential as an aid in health care for people who suffer from schizophrenia. Although video games may contribute benefit in the treatment of schizophrenia, reviews on this topic are scarce. In this article, we systematically review the evidence concerning video game-based therapeutic interventions for people diagnosed with schizophrenia. METHODS This review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The review protocol was registered in the PROSPERO database. We searched 4 databases-PubMed, Web of Science, EMBASE, and clinicaltrials.gov-to identify original studies exploring video game-based therapeutic interventions for people with schizophrenia. RESULTS After initial screening, full-text review, and study selection, 11 articles were included in the review. Most studies used video consoles as the platform, with a minority using a personal computer. Video game-based therapeutic interventions were well accepted and generally effective in improving cognitive areas. CONCLUSIONS Cognitive training could be one of the main mechanisms underlying the usefulness and effectiveness of video game-based therapeutic interventions. Software optimization and greater collaboration between developers and health care professionals are some of the priorities for future research in this area.
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Lin XB, Lim CG, Lee TS. Social Deficits or Interactional Differences? Interrogating Perspectives on Social Functioning in Autism. Front Psychiatry 2022; 13:823736. [PMID: 35546922 PMCID: PMC9084456 DOI: 10.3389/fpsyt.2022.823736] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/28/2021] [Accepted: 03/30/2022] [Indexed: 11/13/2022] Open
Abstract
Social dysfunction is a key characteristic of autism. Determining and treating autism-related social deficits have been challenging. The medical model views interpersonal difficulties in autism as a localized set of deficits to be managed, whereas the neurodiversity movement calls for the accommodation of differences by the larger community. One common assumption underlying these perspectives is a misalignment in social behaviors between autistic individuals and neurotypicals. This paper reviews and interrogates current perspectives on social functioning in autism to uncover the intricacies of such a notion. Even though extant literature has alluded to a misalignment in social behaviors between autistic and neurotypical individuals, it is uncertain where this disparity lies. Implications for future research and practice are discussed.
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Affiliation(s)
- Xiangting Bernice Lin
- Neuroscience and Behavioral Disorders Program, Duke-NUS Medical School, Singapore, Singapore.,School of Social Sciences, Nanyang Technological University, Singapore, Singapore
| | - Choon Guan Lim
- Neuroscience and Behavioral Disorders Program, Duke-NUS Medical School, Singapore, Singapore.,School of Social Sciences, Nanyang Technological University, Singapore, Singapore.,Department of Child and Adolescent Psychiatry, Institute of Mental Health, Singapore, Singapore
| | - Tih-Shih Lee
- Neuroscience and Behavioral Disorders Program, Duke-NUS Medical School, Singapore, Singapore.,Department of Psychiatry, Singapore General Hospital, Singapore, Singapore
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