Maze Suite 1.0: A complete set of tools to prepare, present, and analyze navigational and spatial cognitive neuroscience experiments

Maze Suite is a complete set of tools that enables researchers to perform spatial and navigational behavioral experiments within interactive, easy-to-create, and extendable (e.g., multiple rooms) 3-D virtual environments. Maze Suite can be used to design and edit adapted 3-D environments, as well as to track subjects' behavioral performance. Maze Suite consists of three main applications: an editing program for constructing maze environments (MazeMaker), a visualization/rendering module (MazeWalker), and an analysis and mapping tool (MazeViewer). Each of these tools is run and used from a graphical user interface, thus making editing, execution, and analysis user friendly. MazeMaker is a .NET architecture application that can easily be used to create new 3-D environments and to edit objects (e.g., geometric shapes, pictures, landscapes, etc.) or add them to the environment effortlessly. In addition, Maze Suite has the capability of sending signal-out pulses to physiological recording devices, using standard computer ports. Maze Suite, with all three applications, is a unique and complete toolset for researchers who want to easily and rapidly deploy interactive 3-D environments.     

Robot-enabled support of daily activities in smart home environments

Smart environments offer valuable technologies for activity monitoring and health assessment. Here, we describe an integration of robots into smart environments to provide more interactive support of individuals with functional limitations. RAS, our Robot Activity Support system, partners smart environment sensing, object detection and mapping, and robot interaction to detect and assist with activity errors that may occur in everyday settings. We describe the components of the RAS system and demonstrate its use in a smart home testbed. To evaluate the usability of RAS, we also collected and analyzed feedback from participants who received assistance from RAS in a smart home setting as they performed routine activities.     

TRAINING SUPERVISORS IN A COLLABORATIVE TEAM APPROACH TO PROMOTE PEER INTERACTION OF CHILDREN WITH DISABILITIES IN INTEGRATED PRESCHOOLS

Three supervisors of integrated preschools were trained in a collaborative team approach to encourage resource and classroom teachers to develop strategies that promote peer interaction of all children, including children with disabilities. The focus of classroom teachers' behaviors and the interactive play of children with disabilities were measured daily in both a training (indoor play period) and a generalization (outdoor play period) setting. In a multiple baseline design, supervisors were individually trained in a collaborative team approach using a manual, modeling, and role playing; then they implemented the approach with classroom and resource teachers. We found that after supervisor training, classroom teachers increased their behaviors directed towards children with disabilities and decreased their behaviors directed towards nondisabled children. Moreover, we found a doubling of the interactive play of children with disabilities and, for two of the three classes, an increase in the interactive play of comparison children, randomly selected by the classroom teachers. Changes in both teachers' and children's behaviors were also found in the generalization setting. The implications of the results for interventions in community settings are discussed.     

Children’s Acceptance of Others with Disability: The Influence of a Disability-Simulation Program

Elementary school is a transitional and impressionable period for any child. In inclusive classroom settings, children with disabilities may experience the challenges of acceptance and integration into peer relationships. The experience of children with disabilities in such classrooms can be positive if their classmates are accepting and open. One way to encourage these attitudes is by increasing awareness through disability-simulation. This study evaluates an existing school program, whose goal is to increase acceptance of others with disability. We surveyed students to assess the influence of the program. An adapted acceptance scale was distributed to students before and after participation in the program. Our hypothesis was that student acceptance would increase after participating in the program. Additionally, we hypothesized that physical, visual, and auditory disabilities would be easier for students to understand, making acceptance scores for these disabilities higher than those for a learning disability. We report changes in acceptance using group means. Our results reveal that post-survey responses showed higher acceptance than pre-survey responses, especially for auditory disabilities. Other significant findings include differences in attitudes between the two schools and differences based on prior experience with someone with a disability. By evaluating the effectiveness of this type of program (whose efficacy has been controversial in the literature), this study can provide teachers, administrators, genetic counselors, and parents with a better idea of how to address children’s attitudes towards peers. In our study, the effectiveness of promoting understanding through disability-simulation has proven its worth to improve children’s acceptance.     

Starting research in interaction design with visuals for low-functioning children in the autistic spectrum: a protocol.

On starting to think about interaction design for low-functioning persons in the autistic spectrum (PAS), especially children, one finds a number of questions that are difficult to answer: Can we typify the PAS user? Can we engage the user in interactive communication without generating frustrating or obsessive situations? What sort of visual stimuli can we provide? Will they prefer representational or abstract visual stimuli? Will they understand three-dimensional (3D) graphic representation? What sort of interfaces will they accept? Can we set ambitious goals such as education or therapy? Unfortunately, most of these questions have no answer yet. Hence, we decided to set an apparently simple goal: to design a "fun application," with no intention to reach the level of education or therapy. The goal was to be attained by giving the users a sense of agency--by providing first a sense of control in the interaction dialogue. Our approach to visual stimuli design has been based on the use of geometric, abstract, two-dimensional (2D), real-time computer graphics in a full-body, non-invasive, interactive space. The results obtained within the European-funded project MultiSensory Environment Design for an Interface between Autistic and Typical Expressiveness (MEDIATE) have been extremely encouraging.     

Contour: A hypermedia environment for teaching about subjective contours and other visual illusions

Contour is an interactive HyperCard stack for the Apple Macintosh computer, which presents users with a wealth of information (text, graphics, sound, and animation) concerning the history, theory, and methodology used in the research of a class of visual illusions calledsubjective contour illusions. The stack is divided into six sections (Introduction, Findings, Index, References, Map, and File Creator), which allow users to access differing types of information in several ways. As users navigate through the stack, they are presented with multimedia information that they can trace through author, theory, or type of illusion. The stack allows users to make notes to themselves on the information presented, to execute a literature search of the most relevant articles in the subjective contour literature, and to save them in text file for printing in a word processing program. The study of subjective contour illusions can be viewed as a microcosm of issues in the field of visual perception.     

A factor analysis for identifying people with disabilities’ mobility issues in built environments

Neighborhood built environments (BE) have been recognized as an important aspect that can, directly and indirectly, impact people with disabilities’ mobility. While many efforts have been made to improve the quality of BE, people with disabilities still perceive inequality in BE. The objective of this study is to identify the factors influencing people with disabilities’ attitudes toward BE that can facilitate or suppress their mobility, using exploratory factor analysis. This study specifically focuses on people with physical disabilities and people with visual impairments living in Austin, TX and Houston, TX metropolitan areas in USA. Data was gathered through an online survey. This study identified three factors from the sample: 1) barrier-free BE; 2) BE supporting safe travel; and 3) walkable BE. In addition, the factors were compared according to the respondents’ demographic information, such as income level, disability type, and private car use availability in households. Regarding income level, low-income individuals with disabilities perceived BE more negatively than their counterparts did. As for private car availability, people with disabilities who have no car in their households had a more negative perception of BE. However, no differences were found in the attitudes across disability types. This study contributes to understanding what BE factors are important for people with disabilities. The findings suggest the importance of establishing more targeted and prioritized strategies, considering people with disabilities’ neighborhoods and individual characteristics, for the improvement of their mobility.     

A virtual reality scenario for all seasons: the virtual classroom

Treatment and rehabilitation of the cognitive, psychological, and motor sequelae of central nervous system dysfunction often relies on assessment instruments to inform diagnosis and to track changes in clinical status. Typically, these assessments employ paper-and-pencil psychometrics, hands-on analog/computer tests, and rating of behavior within the context of real-world functional environments. Virtual reality offers the option to produce and distribute identical "standard" simulation environments in which performance can be measured and rehabilitated. Within such digital scenarios, normative data can be accumulated for performance comparisons needed for assessment/diagnosis and for treatment/rehabilitation purposes. In this manner, reusable archetypic virtual environments constructed for one purpose can also be applied for applications addressing other clinical targets. This article will provide a review of such a retooling approach using a virtual classroom simulation that was originally developed as a controlled stimulus environment in which attention processes could be systematically assessed in children with attention-deficit/hyperactivity disorder. This system is now being applied to other clinical targets including the development of tests that address other cognitive functions, eye movement under distraction conditions, social anxiety disorder, and the creation of an earthquake safety training application for children with developmental and learning disabilities.     

An Environmental Enrichment Programme to Promote Adaptive Responding in Two Children with Multiple Disabilities

Abstract

An environmental enrichment programme was used for two passive children who had visual and hearing impairments and profound intellectual disabilities. The enrichment items, selected through stimulus preference assessments, were accessible contingent on simple adaptive responses. Data showed that both children increased their adaptive responding (thus reducing their passivity) during the programme. Implications of the findings are discussed.     

交互自然性的心理结构及其影响

本文通过3个研究探究了交互自然性的心理结构及其影响。研究1通过开展字典检索, 文献回顾和专家访谈, 得到了包含有9个条目的初始量表。研究2问卷调查了353名智能网联汽车用户, 探索性因素分析发现了两因素结构 (“通达舒畅”和“随景应人”)。后续分析表明这两个因素对满意度等关键效标有显著独特的预测作用。研究3使用新样本(n = 349) 验证了双因素模型的稳定性, 还发现这两个交互自然性体验维度对推荐意愿、忠诚感等重要变量也有显著预测作用, 此外还发现, 通达舒畅更多受到基本驾驶辅助系统等功能的影响, 而随景应人更多受到交互和智能相关功能的影响。本文进一步讨论了该量表如何用于未来的人机交互研究。     

FADING TEACHER PROMPTS PROM PEER-INITIATION INTERVENTIONS FOR YOUNG CHILDREN WITH DISABILITIES

This study examined a system for fading teacher prompts to children who served as peers in peer-initiation interventions for young children with disabilities. A teacher taught peers to direct social initiations to children with disabilities, provided verbal prompts for those initiations, and introduced a system that provided peers with visual feedback about the social interactions of the children with disabilities. She then systematically withdrew the verbal prompts to peers, and subsequently faded the visual feedback system. Peer initiations increased when the intervention began and resulted in increases in social interaction for the children with disabilities. As the teacher systematically faded the prompts and visual feedback to the peers, social interaction continued at the levels found during intervention and was maintained during a short maintenance period.     

Religion and children with disabilities

Religion as a personal coping resource used by parents of infants and toddlers with disabilities has received some attention in recent literature. This exploratory study involved indepth interviews of 12 parents who had children with disabilities ranging in age from 15 months to 30 years. The ways in which religion can be used as a coping resource across the life-cycle are exemplified through excerpts from these interviews. Prayer, church attendance, and specific religious beliefs were identified as sources of support which helped some parents feel a growing sense of hope and strength. Suggestions for future research are discussed.Tess Bennett, Ph.D., is Assistant Professor in the University of Illinois College of Education, Department of Special Education; Deborah A. Deluca, B.A., is in the Department of Educational Psychology, and Robin W. Allen, M.S.W., is a doctoral candidate in the Department of Social Work at the same university.     

Anticipatory Ethics for Emerging Technologies

In this essay, a new approach for the ethical study of emerging technology ethics will be presented, called anticipatory technology ethics (ATE). The ethics of emerging technology is the study of ethical issues at the R&;D and introduction stage of technology development through anticipation of possible future devices, applications, and social consequences. I will argue that a major problem for its development is the problem of uncertainty, which can only be overcome through methodologically sound forecasting and futures studies. I will then consider three contemporary approaches to the ethics of emerging technologies that use forecasting: ethical technology assessment, the techno-ethical scenarios approach and the ETICA approach, and I considered their strengths and weaknesses. Based on this critical study, I then present my own approach: ATE. ATE is a conceptually and methodologically rich approach for the ethical analysis of emerging technologies that incorporates a large variety of ethical principles, issues, objects and levels of analysis, and research aims. It is ready to be applied to contemporary and future emerging technologies.     

Enhancing job-site training of supported workers with autism: a reemphasis on simulation

Currently recommended practice in supported work emphasizes training job skills to workers with severe disabilities while on the job. Early behavioral research indicated that skills needed in natural environments could also be trained in simulated settings. We compared job-site plus simulation training for teaching job skills to supported workers with autism to provision of training exclusively on the job. Job-site training occurred in a small publishing company during the regular work routine, and simulation training occurred in an adult education site for people with severe disabilities. Two pairs of workers received training on two job skills; one skill was trained at the job site and the other was trained using job-site plus simulation training. Results indicated that for 3 of the 4 comparisons, job-site plus simulation training resulted in a higher level of skill or more rapid skill acquisition than did job-site-only training. Results suggested that job-site training, the assumed best practice for teaching vocational skills, is likely to be more effective if supplemented with simulation training. Directions for future research include expanding applications of behavioral technologies to other aspects of the current support paradigm.     

Development of social perception: a conversation study of 6-, 12- and 36-month-old children

A conversation is made up of visual and auditory signals in a complex flow of events. What is the relative importance of these components for young children's ability to maintain attention on a conversation? In the present set of experiments the visual and auditory signals were disentangled in four filmed events. The visual events were either accompanied by the speech sounds of the conversation or by matched motor sounds and the auditory events by either the natural visual turn taking of the conversation or a matched turn taking of toy trucks. A cornea-reflection technique was used to record the gaze-pattern of subjects while they were looking at the films. Three age groups of typically developing children were studied; 6-month-olds, 1-year-olds and 3-year-olds. The results show that the children are more attracted by the social component of the conversation independent of the kind of sound used. Older children find spoken language more interesting than motor sound. Children look longer at the speaking agent when humans maintain the conversation. The study revealed that children are more attracted to the mouth than to the eyes area. The ability to make more predictive gaze shifts develops gradually over age.     

Chicks like consonant music

The question of whether preference for consonance is rooted in acoustic properties important to the auditory system or is acquired through enculturation has not yet been resolved. Two-month-old infants prefer consonant over dissonant intervals, but it is possible that this preference is rapidly acquired through exposure to music soon after birth or in utero. Controlled-rearing studies with animals can help shed light on this question because such studies allow researchers to distinguish between biological predispositions and learned preferences. In the research reported here, we found that newly hatched domestic chicks show a spontaneous preference for a visual imprinting object associated with consonant sound intervals over an identical object associated with dissonant sound intervals. We propose that preference for harmonic relationships between frequency components may be related to the prominence of harmonic spectra in biological sounds in natural environments.     

Visual interaction: models, systems, prototypes. The Pictorial Computing Laboratory at the University of Rome “La Sapienza”

This paper reports on the research activities performed by the Pictorial Computing Laboratory at the University of Rome, La Sapienza, during the last 5 years. Such work, essentially is based on the study of humancomputer interaction, spans from metamodels of interaction down to prototypes of interactive systems for both synchronous multimedia communication and groupwork, annotation systems for web pages, also encompassing theoretical and practical issues of visual languages and environments also including pattern recognition algorithms. Some applications are also considered like e-learning and collaborative work.     

Children's auditory and visual processing of narrated and nonnarrated television programming

Two experiments with 5- and 7-year-old children tested the hypotheses that auditory attention is used to (a) monitor a TV program for important visual content, and (b) semantically process program information through language to enhance comprehension and visual attention. A direct measure of auditory attention was the latency of the child's restoration of gradually degraded sound quality. Restoration of auditory clarity did not vary as a function of looking. Restoration of visual clarity was faster when looking than when not looking. Restoration was faster for visual than auditory degrades, but audiovisual degrades were restored most rapidly of all, suggesting that dual modality presentation maximizes children's attention. Narration enhanced visual attention and comprehension including comprehension of visually presented material. Auditory comprehension did not depend on looking, suggesting that children can semantically process verbal content without looking at the TV. Auditory attention did not differ with the presence or absence of narration, but did predict auditory comprehension best while visual attention predicted visual comprehension best. In the absence of narration, auditory attention predicted visual comprehension, suggesting its monitoring function. Visual attention indexed overall interest and appeared to be most critical for comprehension in the absence of narration.     

Computer graphics in music performance research

Theories of skilled music performance must account for variations on what is written in traditional musical notation. Some variations are intentional and reflect structural features of the music that are chosen for emphasis by the performer. Current music notations are inadequate to reflect these variations. Computer applications are described that allow graphical and statistical examination of performance variations on traditional musical notation. An integrated set of visual and sound tools is provided that allows music to be recorded, edited, analyzed, and played back on electronic and acoustic musical instruments. The graphical format allows flexibility through the use of windows, compression, expansion, and scrolling of multiple sources of information, mapping of acoustic to visual dimensions, and scaling of different performance parameters without normalization. Experimental evidence from piano performances is used to demonstrate how graphical formats can aid research on human performance.     

Children’s spirituality and inclusion: strengthening a child’s spirit with community,resilience and joy

The vision of inclusion speaks to the minds, hearts and spirits of children with disabilities. A meaningful inclusive atmosphere exists when children with and without disabilities are physically engaged and interact with one another as a community in a variety of activities. Spirituality for children with disabilities within an inclusive early childhood classroom requires an education that is intellectual, emotional, social, moral and spiritual. In this type of environment, children with disabilities and peers can flourish in a warm and welcoming community. This paper contributes to the literature and asserts the importance of the ‘forgotten’ dimension of early childhood special education. Learning strategies to inform teachers and parents for establishing an inclusive welcoming classroom for children with disabilities are offered by exploring a spiritual curriculum emphasising holistic education with peers through strengths-based projects, small group work and peer-mediated interventions for supporting the interests of each child and developing the capacity to develop resilience and joy.