Digital Visual Support for Pre-School Students with Autism: Challenges and Supporting Tools

Ahmad, W. F. W., & Zulkharnain, N. A. B. (2020). Development of a mobile application using augmentative and alternative communication and video modelling for autistic children. Global Business & Management Research, 12(4).
Ali, K., & Hughes, C. E. (2020). “Face reenactment based facial expression recognition,” in Advances in visual computing. ISVC 2020. Lecture Notes in computer science 12509. Editors (Cham: Springer), 501–513.
Almalki, S. G. (2021). Special Education Teachers’ Perceptions of Using Picture Exchange Communication System in Teaching Children with Autism in Saudi Arabia [Doctoral dissertation, Saint Louis University].
Barczak, M. A. (2020). Using visual supports to teach vocational skills to students with significant intellectual disabilities. Doctoral thesis, The Ohio State University
Caceres, A. L. G. (2020). Dental Visual Support Schedule App for Behavior Management of Pediatric Dental Patients with Autism: Pilot Study. Nova Southeastern University.
Chapin, S. E., McNaughton, D., Light, J., McCoy, A., Caron, J., & Lee, D. L. (2022). The effects of AAC video visual scene display technology on the communicative turns of preschoolers with autism spectrum disorder. Assistive Technology, 34(5), 577-587.
Costa, Á., Comesanha, O., Silva, H., Fernandes, A., & Comesanha, R. (2022, September). WING: Visual Support Device For Children With Autism Spectrum Disorder. In 2022 IEEE Biennial Congress of Argentina (ARGENCON) (pp. 1-7). IEEE.
Elimelech, A., & Aram, D. (2019). A Digital Early Spelling Game: The Role of Auditory and Visual Support. AERA Open, 5(2), 233285841985770.
https://doi.org/10.1177/2332858419857702
Gallagher, B. J. (2018). Visual Supports and Domains of SCARF® to Improve Gynecological Visits for Females with Autism Spectrum Disorder (ASD) (Doctoral dissertation, The Chicago School of Professional Psychology).
Guseva, N. Y. (2020). Using checklist as a visual support tool in the development of activities of adolescents with autism spectrum disorder. National Association of Scientists, 11(55), 54–56. https://doi.org/10.31618/nas.2413-5291.2020.1.55.210
Halif, M. M., Hassan, N., Sumardi, N. A., Omar, A. S., Ali, S., Aziz, R. A., Majid, A. A., & Salleh, N. F. (2020). Moderating effects of student motivation on the relationship between learning styles and student engagement. Asian Journal of University Education, 16(2), 93-103.
Hayes, G. R., Hirano, S., Marcu, G., Monibi, M., Nguyen, D. H., & Yeganyan, M. (2010) Interactive visual supports for children with autism. Personal and Ubiquitous Computing, 14(7), 663-680.
Huang, Y., Wang, Y., Xiao, T., Bei, R., Zhao, Y., Lu, Z., & Tong, X. (2022, November). StarRescue: Transforming A Pong Game to Visually Convey the Concept of Turn-taking to Children with Autism. In Extended Abstracts of the 2022 Annual Symposium on Computer-Human Interaction in Play (pp. 246-252).
Hughes, C. E., Dieker, L. A., Glavey, E. M., Hines, R. A., Wilkins, I., Ingraham, K., Bukaty, C. A., Ali, K., Shah, S., Murphy, J., & Taylor, M. S. (2022). RAISE?: Robotics & AI to improve STEM and social skills for elementary school students. October, 1–19. https://doi.org/10.3389/frvir.2022.968312
Hussin, S., Quek, A.-H., & Loh, S.-C. (2008). Policy into practice: The challenge for special education in Malaysia. 11th International Conference on Experiential Learning.
Kamaruzaman, M. F., Nor, H. M., & Azahari, M. H. H. (2016). Using touchscreen technology to support basic numeracy learning process for high functioning children with autism. Turkish Online Journal of Educational Technology, 632-639.
Lee, S. H., & Lee, L. W. (2015). Promoting snack time interactions of children with autism in a Malaysian preschool. Topics in Early Childhood Special Education, 35(2), 89–101. https://doi.org/10.1177/0271121415575272
Maenner, M. J., Warren, Z., Williams, A. R., Amoakohene, E., Bakian, A. V., Bilder, D. A., & Shaw, K. A. (2023). Prevalence and characteristics of autism spectrum disorder among children aged 8 years—Autism and Developmental Disabilities Monitoring Network, 11 sites, United States, 2020. MMWR Surveillance Summaries, 72(2), 1.
Muchagata, J., & Ferreira, A. (2019). Visual schedule: A mobile application for autistic children - Preliminary study. ICEIS 2019 - Proceedings of the 21st International Conference on Enterprise Information Systems, 2(Iceis), 452–459.
https://doi.org/10.5220/0007732804520459
NASOM. (2021). What is Autism? Retrieved from NASOM:
https://www.nasom.org.my/autism/
Niwa, T., Torii, I., & Ishii, N. (2014). Development of Smart Devices Applications for Autistic Children, 2014 IIAI 3rd International Conference on Advanced Applied Informatics. 31 Aug.-4 Sept. 2014.
Omar, S. B. M., Choo, K. A., & Bidin, A. (2020). The influence of multimedia with autistic learners from the teachers perception. International Journal of Interactive Mobile Technologies, 14(14), 52–63. https://doi.org/10.3991/IJIM.V14I14.12943.
Ong, S. K. A., Sung, M., Tan, M. Y., Kang, Y. Q., Aishworiya, R., & Lim, T. (2022). Visual supports to optimize COVID-19-related healthcare encounters for young/preschool children. Pediatrics and Neonatology, 63(4), 420–421. https://doi.org/10.1016/j.pedneo.2022.01.007
Parsons, S., Kovshoff, H., Yuill, N., Glass, D., Holt, S., Ward, A., Barron, C., & Ward, R. (2023). ‘Our Stories ...’ : Co-Constructing Digital Storytelling Methodologies for Supporting the Transitions of Autistic Children - Study Protocol. 1–10.
https://doi.org/10.1177/16094069221145286
Pérez-Fuster, P., Sevilla, J., & Herrera, G. (2019). Enhancing daily living skills in four adults with autism spectrum disorder through an embodied digital technology-mediated intervention. Research in Autism Spectrum Disorders, 58, 54–67. https://doi.org/10.1016/j.rasd.2018.08.006.
Rani, N. M., Ramli, S. H., Legino, R., Azahari, M. H. H., & Kamaruzaman, M. F. (2016). Comparative study on the engagement of students with autism towards learning through the use of mobile technology based visual schedule. The Turkish Online Journal of Educational Technology.
Rutherford, M., Baxter, J., Grayson, Z., Johnston, L., & O’Hare, A. (2020). Visual supports at home and in the community for individuals with autism spectrum disorders: A scoping review. Autism, 24(2), 447-469.
Rutherford, M., Baxter, J., Johnston, L., Tyagi, V., & Maciver, D. (2023). Piloting a Home Visual Support Intervention with Families of Autistic Children and Children with Related Needs Aged 0–12. International Journal of Environmental Research and Public Health, 20(5). https://doi.org/10.3390/ijerph20054401
Solano, A. (2020). Bridging communication deficits in preschool children diagnosed with autism spectrum disorder, a review of literature in technology aided instruction and intervention. ProQuest Dissertations and Theses (p. 111) [Online]. Retrieved from https://www.proquest.com/dissertations-theses/bridging-communication-deficits-preschool/docview/2427532135/se-2
Vila-Muñoz, N., Castro, P. M., & Fresnedo, Ó. (2021). PICTOTEMPO: An App for personal organization in Autism Spectrum Disorders. Engineering Proceedings, 7(1), 2–5. https://doi.org/10.3390/engproc2021007052
Varriale, L., Cuel, R., Ravarini, A., Briganti, P., & Minucci, G. (2022). Smart and Inclusive Museums for Visitors with Autism: The App Case “A Dip in the Blue”. In Sustainable Digital Transformation: Paving the Way Towards Smart Organizations and Societies (pp. 133-152). Springer International Publishing.
Wicks, R., Paynter, J., & Westerveld, M. F. (2020). Looking or talking?: Visual attention and verbal engagement during shared book reading of preschool children on the autism spectrum. https://doi.org/10.1177/1362361319900594
Wicks, R., Westerveld, M., Stainer, M., & Paynter, J. (2022). Prompting visual attention to print versus pictures during shared book reading with digital storybooks for preschoolers with ASD compared to TD peers. Autism Research, 15(2), 254-269.
Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick, J . B., Fleury, V. P., & Schultz, T. R. (2014). Evidenced-based practices for students, youth, and young adults with Autism Spectrum Disorder: A Comprehensive review. Journal of autism and developmental disorders, 45(7), 1951–1966. https://doi.org/10.1007/s10803-014-2351-z
Yazici, M. S., & McKenzie, B. (2020). Strategies used to develop socio-communicative skills among children with autism in a Turkish special education school and implications for development of practice. International Journal of Disability, Development and Education, 67(5), 515-535.
Yusof, A. M., & Song, H. (2010). A current review of the use of mobile technology to enhance learning and communication among children with developmental disabilities. In Edulearn 10: International Conference on Education and New Learning Technologies, Barcelona, Spain. (Unpublished)
Zakai–Mashiach, M. (2023). "It is like you are in a golden cage": How autistic students experience special education classrooms in general high schools. Research in Developmental Disabilities, 134, 104419.
Zamry, A. A., Haziq, M., Abdullah, L., & Zakaria, M. H. (2022). A guideline for designing mobile applications for children with autism within religious boundaries. International Journal of Advanced Computer Science and Applications, 13(11), 293–301.
https://doi.org/10.14569/IJACSA.2022.0131133
Zulkefli, M. Y., & Rabi, N. M. (2021). Exploring the Usage of Computer-Mediated Communication in Assisting Individual with Autism Spectrum Disorder to Communicate. Al-i’lam-Journal of Contemporary Islamic Communication and Media, 1(1), 126-143.

(Anblagan et al., 2023)
Anblagan, T., Ahmad, N. A., & Roslan, S. (2023). Digital Visual Support For Pre-School Students With Autism: Challenges And Supporting Tools. International Journal of Academic Research in Business and Social Sciences, 13(12), 4881-4890.

Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode