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Bio-inspired design
Published in Rob Fleming, Saglinda H Roberts, Sustainable Design for the Built Environment, 2019
Rob Fleming, Saglinda H Roberts
Kellert et al. also conducted experiments using animal contact and care as therapy with boys aged 9–15 years in a residential facility with Attention Deficit/Hyperactivity Disorder (ADHD), Conduct Disorder (CD), or Oppositional Defiant Disorder (ODD). The study showed long-term positive changes to behavior and impulse control. These positive changes extended into multiple experiences outside of the therapy sessions or when they were in direct contact with the animals the boys were caring for (Kellert and Wilson 1993, p. 185). How could this change treatment of these conditions? What would be the personal benefit in reducing medication, and improving conditions for caregivers?
The need for and barriers to using assistive technologies among individuals with Autism Spectrum Disorders in China
Published in Assistive Technology, 2022
Lingling Deng, Prapa Rattadilok
Autism Spectrum Disorders (ASDs) are a group of neurodevelopmental disabilities that impact development in social communication and social interaction, accompanied by restricted, repetitive patterns of behavior or interest (Ousley & Cermak, 2014). Autism is described as a Spectrum Disorder because the symptom expression varies and the support that an individual requires also varies depending on the severity of symptoms. The main symptoms of ASD can be characterized into three domains: social communication, stereotypical behavior, and sensory processing (Benssassai et al., 2018). Individuals impacted by ASD may present poor verbal and non-verbal communication, repetitive motor movements, restricted interests, or hypo/hyper-reactivity to sensory input. These symptoms can appear by the age of three and last throughout a person’s life (Centers for Disease Control and Prevention [CDC], 2019b). It is noteworthy that 70% of individuals with ASD also have at least one coexisting disorder condition, such as intellectual disability, social anxiety disorder, attention-deficit/hyperactivity disorder, and oppositional defiant disorder (Simonoff et al., 2008). This brings greater stress and heavier raising burden for caregivers of ASD children compared to caregivers of typically developing (TD) children and children with other disabilities (Xiong et al., 2011).