Improved Socio-Emotional and Behavioral Functioning in Students with Autism Following School-Based Smartglasses Intervention: Multi-Stage Feasibility and Controlled Efficacy Study.
Improved Socio-Emotional and Behavioral Functioning in Students with Autism Following School-Based Smartglasses Intervention: Multi-Stage Feasibility and Controlled Efficacy Study.
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DOI：
10.3390/bs8100085
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发表时间：
2018-09-20
期刊：
影响因子：
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通讯作者：
Sahin NT
中科院分区：
文献类型：
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作者：
Vahabzadeh A;Keshav NU;Abdus-Sabur R;Huey K;Liu R;Sahin NT
背景资料：自闭症谱系障碍（ASD）的学生通常表现出明显的社会沟通缺陷，注意力缺陷/多动障碍的症状和慢性易怒。这些挑战阻碍了学术进步，尽管有教育、行为和医疗干预，这些挑战往往仍然存在。辅助智能眼镜技术可以帮助这些人，特别是如果该技术在生态有效的学校环境中有效的话。这项研究探讨了Empowered Brain的可行性和有效性，Empowered Brain是一种计算机化的智能眼镜干预措施，旨在为ASD学生提供社会情感行为援助。方法：这项为期六周的两部分研究涉及四名来自公立小学的ASD学童。该研究包括一个最初的三周可行性阶段，随后是一个为期三周的受控纵向疗效阶段。这两个阶段都涉及使用智能眼镜进行每天两次的社会情绪干预。教育工作者在可行性阶段开始时完成干预前和干预后的异常行为检查表（ABC）评级，并在疗效阶段每周进行一次。主要结果指标是ABC分量表的易怒、多动和社交退缩的改善。结果如下：与基线期和对照期相比，可行性和有效性阶段的学生分别表现出易怒、多动和社交退缩的改善（减少）。在控制疗效阶段的参与者表现出降低ABC子量表得分的90%的易怒，41.6%的多动，45.6%的社会退缩。在疗效阶段，发现了对易怒和多动的干预反应改善。与其他辅助技术相比，教育工作者将该技术评为上级或非常高级上级。结论：大量ASD学龄儿童表现出慢性和损害性的认知和行为挑战。这项研究提供的证据表明，Empowered Brain是一种基于智能眼镜的自闭症社会情感援助，在改善自闭症学生的社交退缩，易怒和多动症状方面既可行又有效。这一改善是以学校为基础的纵向干预措施的一部分。正在进行涉及更大样本和纳入随机对照试验方法的进一步研究，以进一步阐明该技术的影响。
Background: Students with Autism Spectrum Disorder (ASD) commonly demonstrate prominent social communication deficits, symptoms of attention-deficit/hyperactivity disorder, and chronic irritability. These challenges hinder academic progress and frequently persist despite educational, behavioral, and medical interventions. An assistive smartglasses technology may aid these individuals, especially if the technology is efficacious in ecologically-valid school settings. This study explored the feasibility and efficacy of Empowered Brain, a computerized smartglasses intervention designed as a socio-emotional behavioral aid for students with ASD. Methods: This two-part six-week study involved four school children with ASD from a public elementary school. The study incorporated an initial three-week feasibility stage followed by a three-week controlled longitudinal efficacy stage. Both stages involved the use of a twice-daily socio-emotional intervention with the smartglasses. Educators completed pre-intervention and post-intervention Aberrant Behavioral Checklist (ABC) ratings at the start of the feasibility stage, and weekly during the efficacy stage. Primary outcome measures were improvements in the ABC subscales of irritability, hyperactivity, and social withdrawal. Results: Students in both feasibility and efficacy stages demonstrated improvements (decreases) in irritability, hyperactivity, and social withdrawal compared to a baseline period and control periods, respectively. Participants in the controlled efficacy stage demonstrated decreased ABC subscale scores of 90% for irritability, 41.6% for hyperactivity, and 45.6% for social withdrawal. An intervention exposure-response improvement in irritability and hyperactivity was found during the efficacy stage. Educators rated the technology as superior or vastly superior compared to other assistive technologies. Conclusion: A substantial number of school children with ASD demonstrate chronic and impairing cognitive and behavioral challenges. This study provides evidence that Empowered Brain, a smartglasses-based socio-emotional aid for autism, is both feasible and efficacious in improving symptoms of social withdrawal, irritability, and hyperactivity in students with autism. The improvement is demonstrated as part of a longitudinal school-based intervention. Further studies involving larger samples and incorporation of randomized controlled trial methodology are underway to further elucidate the impact of this technology.