Introduction
Autism is a developmental disorder that affects how people perceive and interact with the world. Children with autism often have difficulties in learning, communication, and social skills. One of the reasons for these challenges is that they have different sensory processing abilities than typical children. Sensory processing refers to how the brain receives, organizes, and responds to sensory information from the environment, such as sight, sound, touch, smell, and taste.
Some children with autism may be over-sensitive or under-sensitive to certain sensory stimuli, which can affect their attention, emotion, and behavior. For example, some children may find loud noises or bright lights very disturbing, while others may seek out sensory stimulation by rocking, spinning, or flapping their hands. These sensory differences can make it hard for children with autism to focus on learning tasks, especially in a busy and noisy classroom setting.
Therefore, it is important for educators and designers to understand the sensory preferences and needs of children with autism, and to create teaching and learning materials that suit their sensory modalities. Sensory modalities are the ways that people prefer to receive and process information, such as visual, auditory, tactile, or kinesthetic. By matching the sensory modalities of the children with the appropriate educational tools, the learning outcomes and emotional well-being of the children can be improved.
This is the main goal of a recent study published in the journal Telematique in 2024. The study aimed to provide a reference for the educational tools designers who want to enhance the emotional state of children with autism through the cognitive and affective domains, while also fulfilling their sensory modalities and supporting their psychomotor development.
Methodology
The study involved 36 children with autism, aged between 3 and 10 years old, who attended the Autismo Burgos association in Spain. The researchers used a questionnaire to assess the sensory processing characteristics of the children, based on the perception of their teachers and parents. The questionnaire consisted of 38 items, covering four sensory modalities: visual, auditory, tactile, and kinesthetic. The items were rated on a 5-point Likert scale, from 1 (never) to 5 (always), indicating how often the child showed a preference or aversion to a certain sensory stimulus.
The researchers also conducted an emotional evaluation of the children, using a facial expression recognition test and a self-report scale. The facial expression recognition test measured the children’s ability to identify six basic emotions (happiness, sadness, anger, fear, surprise, and disgust) from facial images. The self-report scale measured the children’s subjective feelings of happiness, sadness, anger, fear, surprise, and disgust, using pictorial icons and a 3-point scale (low, medium, high).
Results
The results of the study showed that the children with autism had different sensory processing profiles than typical children. The most preferred sensory modality for the children with autism was the visual modality, followed by the kinesthetic, tactile, and auditory modalities. The least preferred sensory modality was the auditory modality, which also had the highest variability among the children. The researchers found that the children with autism tended to avoid loud, sudden, or unfamiliar sounds, and preferred soft, rhythmic, or familiar sounds.
The results also showed that the children with autism had difficulties in recognizing and expressing emotions, especially negative emotions. The children performed poorly on the facial expression recognition test, especially for the emotions of fear, anger, and disgust. The children also reported low levels of happiness and high levels of sadness, anger, and fear, compared to typical children.
Implications
The study suggested that the educational tools designers should consider the sensory processing characteristics and emotional needs of the children with autism, and create materials that are compatible with their sensory modalities and emotional states. For example, the designers could use visual aids, such as pictures, symbols, or colors, to enhance the attention and comprehension of the children. The designers could also use kinesthetic and tactile activities, such as puzzles, games, or crafts, to stimulate the motor skills and creativity of the children. The designers should avoid using auditory stimuli that are loud, sudden, or unfamiliar, and instead use soft, rhythmic, or familiar sounds, such as music, songs, or stories, to calm and soothe the children.
The study also suggested that the educational tools designers should aim to improve the emotional well-being of the children with autism, by helping them recognize and express their emotions, especially the positive ones. The designers could use facial expressions, gestures, or emoticons, to teach the children the meaning and expression of different emotions. The designers could also use rewards, praise, or feedback, to reinforce the positive emotions and behaviors of the children.
Conclusion
The study provided a valuable reference for the educational tools designers who want to design effective and engaging materials for children with autism. By understanding the sensory processing and emotional profiles of the children, the designers can create materials that suit their sensory modalities and emotional states, and enhance their learning outcomes and emotional well-being. The study also contributed to the field of parallel education, which is a concept that emphasizes the inclusive and equitable quality education for all children, regardless of their abilities or disabilities.
Faq
What are the benefits of using visual aids for children with ASD?
Visual aids are materials that use visual elements, such as pictures, symbols, or colors, to convey information or instructions. Visual aids can benefit children with ASD in various ways, such as:
- Enhancing their attention and comprehension, by reducing the cognitive load and providing clear and concrete cues
- Supporting their communication and expression, by supplementing their verbal or non-verbal skills and facilitating their understanding of others
- Increasing their motivation and interest, by appealing to their visual preference and offering variety and choice
- Improving their behavior and emotion, by reducing their anxiety and frustration and increasing their predictability and structure
What are some examples of visual aids that can be used for children with ASD?
Some examples of visual aids that can be used for children with ASD include:
- Visual schedules, which show the sequence and duration of activities or tasks, using pictures, symbols, or words
- Visual timers, which show the amount of time left for an activity or task, using a clock, a sand timer, or a countdown
- Visual rules, which show the expected behaviors or routines, using pictures, symbols, or words
- Visual supports, which show the steps or details of an activity or task, using pictures, symbols, or words
- Visual cues, which show the prompts or reminders for an activity or task, using pictures, symbols, or words
- Visual feedback, which show the outcomes or consequences of an activity or task, using pictures, symbols, or words
How can kinesthetic and tactile activities help children with ASD?
Kinesthetic and tactile activities are activities that involve movement and touch, such as puzzles, games, or crafts. Kinesthetic and tactile activities can help children with ASD in various ways, such as:
- Stimulating their sensory and motor skills, by providing opportunities for exploration and manipulation of different objects and materials
- Enhancing their creativity and problem-solving skills, by encouraging them to use their imagination and logic to create or complete a product or a goal
- Supporting their social and emotional skills, by facilitating their interaction and cooperation with others and their expression and regulation of emotions
- Increasing their motivation and interest, by appealing to their sensory preference and offering fun and challenge
What are some examples of kinesthetic and tactile activities that can be used for children with ASD?
Some examples of kinesthetic and tactile activities that can be used for children with ASD include:
- Puzzles, which involve assembling pieces of different shapes, sizes, or colors to form a picture or a pattern
- Games, which involve following rules, taking turns, or competing with others to achieve a target or a score
- Crafts, which involve using various materials, such as paper, clay, or beads, to make something, such as a card, a model, or a necklace
- Sensory bins, which involve filling a container with different items, such as rice, beans, or pom-poms, and adding tools, such as spoons, cups, or tweezers, to scoop, pour, or transfer the items
- Playdough, which involves kneading, rolling, or shaping a soft and pliable substance to make different forms or figures
What are the benefits of using soft, rhythmic, or familiar sounds for children with ASD?
Soft, rhythmic, or familiar sounds are sounds that are low in volume, steady in tempo, or recognizable in pattern. Soft, rhythmic, or familiar sounds can benefit children with ASD in various ways, such as:
- Calming and soothing their nervous system, by reducing their sensory overload and arousal level
- Enhancing their attention and concentration, by blocking out distracting noises and providing a consistent background sound
- Supporting their communication and expression, by stimulating their auditory processing and language skills
- Improving their behavior and emotion, by reducing their anxiety and agitation and increasing their comfort and security
What are some examples of soft, rhythmic, or familiar sounds that can be used for children with ASD?
Some examples of soft, rhythmic, or familiar sounds that can be used for children with ASD include:
- Music, such as classical, instrumental, or ambient music, which can have a relaxing and soothing effect on the brain and body
- Songs, such as nursery rhymes, lullabies, or songs with simple lyrics and melodies, which can have a stimulating and engaging effect on the auditory and language skills
- Stories, such as fairy tales, fables, or stories with familiar characters and plots, which can have a stimulating and engaging effect on the imagination and comprehension skills
- Nature sounds, such as rain, waves, or birds, which can have a calming and soothing effect on the mood and emotion
- White noise, such as fan, air conditioner, or static, which can have a calming and soothing effect on the nervous system and block out distracting noises
How can facial expressions, gestures, or emoticons help children with ASD?
Facial expressions, gestures, or emoticons are non-verbal cues that convey information or emotions. Facial expressions, gestures, or emoticons can help children with ASD in various ways, such as:
- Enhancing their understanding and recognition of emotions, by providing clear and concrete visual cues
- Supporting their communication and expression of emotions, by supplementing their verbal or non-verbal skills and facilitating their understanding of others
- Improving their social and emotional skills, by facilitating their interaction and empathy with others and their regulation of emotions
- Increasing their motivation and interest, by appealing to their visual preference and offering variety and feedback
What are some examples of facial expressions, gestures, or emoticons that can be used for children with ASD?
Some examples of facial expressions, gestures, or emoticons that can be used for children with ASD include:
- Facial expressions, such as smiling, frowning, or raising eyebrows, which can show different emotions, such as happiness, sadness, or surprise
- Gestures, such as nodding, shaking, or pointing, which can show different intentions, such as agreement, disagreement, or direction
- Emoticons, such as 🙂, 😢, or 😠, which can show different emotions, such as happiness, sadness, or anger
- Emoji, such as 🍎, 🐶, or 🚗, which can show different objects, animals, or vehicles
What are the benefits of using rewards, praise, or feedback for children with ASD?
Rewards, praise, or feedback are verbal or non-verbal cues that indicate the outcomes or consequences of an activity or task. Rewards, praise, or feedback can benefit children with ASD in various ways, such as:
- Enhancing their attention and comprehension, by providing clear and concrete goals and expectations
- Supporting their communication and expression, by stimulating their verbal or non-verbal skills and facilitating their understanding of others
- Improving their behavior and emotion, by reinforcing their positive emotions and behaviors and reducing their negative emotions and behaviors
- Increasing their motivation and interest, by appealing to their preference and offering incentive and recognition
What are some examples of rewards, praise, or feedback that can be used for children with ASD?
Some examples of rewards, praise, or feedback that can be used for children with ASD include:
- Rewards, such as stickers, tokens, or prizes, which can be given to the children for completing an activity or task, or achieving a target or a score
- Praise, such as words, gestures, or emoticons, which can be used to express appreciation, admiration, or encouragement to the children for their effort or performance
- Feedback, such as words, gestures, or emoticons, which can be used to provide information, guidance, or correction to the children for their process or outcome
How can environmental modifications help children with ASD?
Environmental modifications are changes or adaptations made to the physical or social environment, such as the classroom, the playground, or the home. Environmental modifications can help children with ASD in various ways, such as:
- Calming and soothing their nervous system, by reducing the sensory overload and arousal level
- Enhancing their attention and concentration, by minimizing the distractions and interruptions
- Supporting their communication and expression, by optimizing the auditory and visual cues and signals
- Improving their behavior and emotion, by increasing the predictability and structure
- Increasing their motivation and interest, by providing opportunities and access to the activities and materials
What are some examples of environmental modifications that can be used for children with ASD?
Some examples of environmental modifications that can be used for children with ASD include:
- Reducing the noise level, by using sound-absorbing materials, such as carpets, curtains, or foam, or using headphones, earplugs, or white noise
- Adjusting the lighting level, by using natural or dim light, or avoiding fluorescent or bright light
- Organizing the space and materials, by using labels, containers, or shelves, or removing clutter or unnecessary items
- Providing a sensory break or a quiet area, by using a tent, a corner, or a mat, or providing sensory toys, such as fidgets, stress balls, or chewies
- Using visual supports, such as visual schedules, visual timers, visual rules, or visual cues, to help the children understand and follow the routines, tasks, or expectations
Source:
https://provinciajournal.com/index.php/telematique/article/view/1660