Design and Validation of mobile tecgnology for school inclusion of Children with Autism Spectrum Disorders

Charles Fage 1, 2
1 Phoenix - Programming Language Technology For Communication Services
LaBRI - Laboratoire Bordelais de Recherche en Informatique, Inria Bordeaux - Sud-Ouest, EA4136 - Handicap et système nerveux :Action, communication, interaction: rétablissement de la fonction et de la participation [Bordeaux]
2 EA4136-Handicap Système nerveux
Handicap, Activité, Cognition et Santé
Abstract : School inclusion of children with Autism SpectrumDisorders (ASD) in mainstream classrooms remains dramatically limited in France, even though it has been recognized as critical for socioprofessional perspectives. In fact, the atypical cognitive functioning, associated with socio-adaptive behavior difficulties (communication, social skills, autonomy, etc.), are usually confronted to normalized expectations in these mainstream environments, such as schools. New technologies can be seen as promising levers to overcome the barriers of school inclusion. However, despite a plethoric offer of technologies for children with ASD, scientific studies are lacking to establish their efficacy, as well as the relevance of their design. This work presents the design and validation of mobile applications to support school inclusion of children with ASD in mainstream classrooms through three studies. The first study presents design principles for assistive applications addressing school routines and verbal communication activities of children with ASD; these applications are to be used in situ. Combining a user-centered approach and pilot clinical research, the second study presents design principles and experimental validation of an emotion regulation application targeting children with ASD in mainstream classroom. The results reveal benefits on self-regulation behaviors, aswell as underpinning socio-cognitive processes. Finally, in across-syndrome approach, the third study presents the results of a global intervention, based on cognitive assistive and rehabilitation applications, involving 48 children and supporting the first inclusion inmainstream classrooms of children with ASD and children without ASD (with Intellectual Disabilities or learning disabilities). Benefits are reported for both equipped groups in terms of socio-adaptive behaviors, social response and socio-cognitive functioning. Larger benefits have been observed for equipped children with ASD, revealing the relevance of Collège+ intervention for this population. A systemic approach to designing and experimenting mobile applications allowed for improvements in socio-adaptive behaviors and socio-cognitive functioning, crucial for the success of mainstream school inclusion. Such approach seems promising to support school inclusion of children with ASD in mainstream classrooms, and offers broad perspectives by enriching contents, designing new applications as well as experimenting validation methodologies formainstream environments.
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Charles Fage. Design and Validation of mobile tecgnology for school inclusion of Children with Autism Spectrum Disorders. Psychology. Université de Bordeaux, 2016. English. ⟨tel-01805085⟩

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