Search

To design and develop a mobile application for pre-school readiness of children with autism and also to identify their learning pattern. Based on strong foundation of functional academics, we have developed a mobile application for providing an early educational intervention program to the children with autism. Three successive software trials have been conducted among 31 children with autism of age group of three to 10 years. The mobile app has been provided to educators and parents and they have been allowed to supervise the children during their learning phase for eight to 10 weeks. The imprint of learning pattern is recorded and learning progress profile is generated for individual child. Data analysis of learning progress profile shows that 90% of the participants preferred drag and drop or simple touch approach over conventional methods practised during classroom teachings. More than 84% of the children are found to adapt pre-requisite skills for writing like scribbling, tracing, dots joining, copying, etc. after using the app on their tablet who are reluctant to hold pencil and paper otherwise. Twenty-five percent of the participants are reported to reciprocate the greeting etiquettes in class such as greeting teachers and their peers. The mobile application made a valuable contribution to early intervention program for children with autism by imparting appropriate learning opportunities readily available to them. Performance metrics underlying each activity form a strong base of identification of learning patterns and formulation of revised individualized education plan (IEP). Children with autism need the mobile application as an educational intervention program for it is readily available and user friendly. Educators need the mobile application to quantify the performance parameters and there by monitor/evaluate the progress of the child. Overall, the present research has aimed to develop an easy reach app by which educating as well as handling challenging behaviour of the children with autism would be easier. [ABSTRACT FROM AUTHOR]

Persons with autism have a triad of impairment. The study reported here explored the possibility of dance movement therapy (D/MT) as an intervention for the development of communication and body attitude in autism. Three participants aged between three and 11 years who had been diagnosed with severe autism were each given 24 sessions of D/MT intervention, which included methods of mirroring, Bartenieff fundamentals, comfort touch and improvisation. Results were reviewed through evaluation at Post I, Post II and Post III stages, to establish the importance of D/MT in supporting children with autism. The study concluded that, for these three participants, D/MThad a positive effect on both body attitude and communication. Although its effects subsisted for sometime, follow-up results suggested that more therapeutic interventions would be needed to ensure a permanent effect. [ABSTRACT FROM AUTHOR]