Dr Marilena Mademtzi
The Use of Innovative Technology to Promote Movement and Self-regulation Skills in Children with Autism Spectrum Condition in School-Based environments: The Pictogram Room Paradigm.
Pictogram Room uses Augmented Reality to help children with Autism Spectrum Condition to develop a range of skills, creating a virtual space with highly customisable educational activities. Through a system of camera-projector, and through the recognition of movement, it is possible to reproduce the image of the player himself/herself augmenting with a series of graphic and musical elements that will guide the learning process. The overall design of the study is the quasi-experimental design. Various assessments take place pre- and post-test to identify potential changes in 9 children’s body awareness, vestibular movement and self-regulation skills. The children’s teachers will contribute to the creation of guidelines, regarding the use of the software, for other teachers, professionals and parents. (Pictogram Room: Driven by Fundación Orange and developed by the Autism and Learning Difficulties Group of the Robotics Institute of the University of Valencia, Spain, in collaboration with three European universities: Weimar, Birmingham and Universitat Pompeu Fabra-free to download at: http://www.pictogramas.org/).
- Impact of Pictogram Room on children’s with autism self-regulation skills, vestibular and proprioceptive movement
- Use and design of Technology Enhanced Learning Environments for the development of children’s with autism social communication, play and movement skills.
- School teachers’ training on the use of different technologies to help their students with autism to develop a range of skills.
SHAPE: Shaping the future of technology use in the classroom, ESRC Follow on funding (May 2012- June 2013).
ECHOES: Improving children’s social interaction through exploratory learning in a multimodal environment, EPSRC/ESRC, TLRP-TEL funded (October- December 2011).
Dr Karen Guldberg and Dr Kerstin Wittemeyerr
Onassis Foundation, Greece
Membership of Research and Professional Organisations
National Autistic Society
Autism West Midlands
Guldberg, K., Keay-Bright, W., Parsons, S. Porayska-Pomsta, K., Kossyvaki, L., Mademtzi, M. and Ewart-Dean, B. 'Shaping the Future of Technology Use in the Classroom’, Autism Europe, 26th-28th September 2013, Hungarian Autistic Society, Budapest, Hungary.
Guldberg, K., Kossyvaki, L., Porayska-Pomsta, K., Parsons, S., Mademtzi, M. and Keay-Bright, W. ‘The future Use of Technologies in the Classroom: Participatory Research and E-inclusion as Tools to Promote Creativity at Schools’, European Conference on Educational Research, 10th-13th September 2013, Bahçesehir University, Istanbul, Turkey.
Avramides, K., Bernardini, S. Foster, M.E., Frauenberger, C., Kossyvaki, L. and Mademtzi, M. (2012) ‘State-of-the-art in TEL to support social communication skill development in children with autism: A multi-disciplinary review’, International Journal of Technology Enhanced Learning, 4:359-372. DOI: 10.1504/IJTEL.2012.051819
Mademtzi, M., Guldberg, K. and Kossyvaki, L. ‘ECHOES II: A technology-enhanced learning environment for improving children’s with autism joint attention’ (in Greek), 3rd Conference on Autism Spectrum Disorders: Therapeutic-Educational Interventions, 22nd -23rd October 2010, Mesologi, Greece.
Karapetsas, A., Zygouris, N., Tsiotsika, M., Mademtzi, M. and Dalianis, T. The use of the CDI in diagnosing emotional disorder in children and adolescents, 12th Conference of Hellenic Psychological Association, 14th -17th May, 2009, Volos, Greece.
Tsiotsika, M., Zygouris, N., Mademtzi, M., Dalianis, T. and Karapetsas, A.The use of RCMAS in diagnosing anxiety disorder in children and adolescents, 12th Conference of Hellenic Psychological Association, 14th-17th May, 2009, Volos, Greece.