The Power of Play: Strategies for Enhancing Development in Children with Autism Spectrum Disorders

被引:1
|
作者
Adochiei, Felix-Constantin [1 ,2 ,3 ]
Arghir, Simona-Narcisa [1 ,2 ]
Adochiei, Ioana Raluca [2 ,3 ,4 ]
Argatu, Florin Ciprian [1 ]
Seritan, George Calin [1 ]
Alexandrescu, Bogdan [5 ]
机构
[1] Natl Univ Sci & Technol Politehn Bucharest, Fac Elect Engn, 313 Splaiul Independentei, Bucharest 060042, Romania
[2] Acad Romanian Scientists, Ilfov 3, Bucharest 050044, Romania
[3] Acad Romanian Scientists, Emil Palade Ctr Excellence Young Researchers, Ilfov 3, Bucharest 050044, Romania
[4] Mil Tech Acad Ferdinand I, Fac Aircraft & Mil Vehicles, Bucharest 050141, Romania
[5] Natl Univ Sci & Technol Politehn Bucharest, Fac Elect Telecommun & Informat Technol, 313 Splaiul Independentei, Bucharest 060042, Romania
关键词
autism; Makey Makey; Scratch; therapeutic strategy; emotional development;
D O I
10.3390/s24206720
中图分类号
O65 [分析化学];
学科分类号
070302 ; 081704 ;
摘要
The increasing prevalence of autism spectrum disorder (ASD) underscores its significant impact on individuals and the importance of early intervention. ASD affects various aspects of life, including education, emotional development, and social interactions. Besides traditional therapeutic approaches, a novel strategy incorporating digital games has been introduced. Four games developed using Makey Makey and Scratch aim to enhance cognitive skills in children with ASD. This approach facilitates emotional and intellectual development, tracks progress, and offers personalized and engaging interventions. This study demonstrated significant improvements in memory and concentration among participants, with an average improvement of 23.38 points. The most notable enhancements were observed in children aged 10, who showed an average improvement of 25.67 points. Additionally, female participants exhibited a slightly higher average improvement compared to males. The Memory Maze game also effectively enhanced cognitive skills in children with different types of ADHD. Children with the Hyperactive-Impulsive type showed the highest average improvement, with 25.00 points, followed by those with the Combined type, with 24.15 points, and the Inattentive type, with 23.53 points. These findings highlight the potential use of these tools in both ASD and ADHD therapy, providing a structured and enjoyable learning environment that supports cognitive development and therapeutic outcomes.
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页数:22
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