Role of inclusively Designed Technology in Facilitating Communication for Children With Autism Spectrum Disorder
Bibliographic record
Abstract
Individuals with Autism Spectrum Disorders (ASD) typically have reduced ability to communicate and socialize. This study explores the use of technology in supporting the developmental needs of children with ASD in Saudi Arabia. Specifically, it examines how useful and usable technological educational resources would be for this group of children when they are designed and developed inclusively keeping in mind their cultural needs. An iPad-based learning program called “Sweet Home for Kids” was designed and developed with specific features. The ease of use and cultural relevance of the program was tested with five children with ASD, their parents and teachers at the Jeddah Autism Centre in Saudi Arabia. Results of the study showed that portable electronic devices are very useful in engaging children with ASD, and that multimodal, visually attractive presentation and culturally relevant content make Apps attractive, usable and useful for children with ASD.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.004 | 0.003 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.005 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".