Towards more supportive ICT for children with autism spectrum disorders:lessons learned from COVID-19 pandemic
Entity
UAM. Departamento de Ingeniería InformáticaPublisher
Taylor & FrancisDate
2023-10-18Citation
10.1080/0144929X.2023.2268734
Behaviour & Information Technology (2023)
ISSN
1362-3001 (online); 0144-929X (print)DOI
10.1080/0144929X.2023.2268734Funded by
This work was co-funded by the Project Indigo! (Ministry ofScience and Innovation with reference number PID2019-105951RB-I00/AEI/10.13039/501100011033) and by theMadrid Regional Government through the e-Madrid-CMProject under Grant S2018/TCS-4307, co-funded by the Euro-pean Structural Funds (FSE and FEDER).BEHAVIOUR & INFORMATION TECHNOLOGY15Project
Gobierno de España. PID2019-105951RB-I0; Comunidad de Madrid. S2018/TCS-4307Editor's Version
https://doi.org/10.1080/0144929X.2023.2268734Subjects
Digital intervention; autism; COVID-19; assistive technologies; InformáticaRights
© 2023 The Author(s).Esta obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.
Abstract
COVID-19 pandemic has disrupted daily routines, causing isolation and quarantine. Technologyhas emerged as a crucial tool for sustaining essential activities, but children with autismspectrum disorders have faced distinct challenges due to their intricate interaction with it. Weemployed an online survey to analyse the impact of technology use in online learning, remoteassistance and daily life of children with autism along COVID-19, and we have identifiedbenefits and challenges with assistive technology exposed by the pandemic. Findings aredivided in (1) seven themes where COVID-19 impacted this population the most and theirrelationship with technology (remote communication, learning, emotional management,entertainment management, executive functions, activities of daily living, and physical activityand motor skills), and (2) a mapping of technological categories that define the working areasspecifically aimed to cover the special needs of children with autism whenever face-to-faceinteractions are not possible (attention, authoring tools, calculation, e-learning, emotions,entertainment, experience of self, language and communication, memory, planning and timemanagement, social networking, and social skills). These results help provide a more well-rounded knowledge of how to improve technology to make it accessible to autistic children, tohandle and avoid services interruption in similar scenarios.
Files in this item
Google Scholar:Chinchay Manco, Yussy Miriam
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Torrado, Juan C.
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Gómez Escribano, Javier
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Montoro Manrique, Germán
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