The Effect of Digital Storytelling and Sensory Integration on Children With Autism

NCT06491875 | Completed

• 1 other identifier: akarsu
• Study Type: interventional
• Target: 27
• Locations: 1 country
• Sites: 1

Brief Summary

Given the interest of children with Autism Spectrum Disorder (ASD) in using computers, this study examined the effect of Digital Storytelling (DST) activity on increasing activity participation and self-regulation. In this study, children with ASD and typically developing children were allowed to participate in DST workshops together. Selection of children intervention Children diagnosed with ASD and typically developing children attending Zeytinburnu Municipality Family Women Support and Disability Center (AKDEM) were included. The study was completed with a total of 15 children with ASD and 12 children with TD. In person-centered occupational therapy training with sensory integration, strategies including calming and reinforcing stimuli were identified to facilitate the social adaptation of children with autism and their participation in digital story activities. In the digital storytelling workshop, the Wevideo editing program was used. All participants were provided with an easy and fun application to express themselves by preparing stories with short videos about their lives, and the results were evaluated. This study emphasizes that children with autism spectrum disorder can successfully express their emotional expression skills and interests through digital stories. Digital stories are an essential tool to help these children express themselves. These findings may help educators and families working with children with ASD to develop new strategies to improve emotional expression skills and may serve as a basis for future studies.

Conditions

Autism Spectrum Disorder

Keywords

Autism spectrum disorder; Sensory integration therapy; Digital storytelling

Outcome Measures

Primary Outcomes (2)

• The Short Child Occupational Profile

  This scale is a tool that defines the child's occupational participation according to symptoms, diagnosis and age, and determines the child's skills, willpower and habits with their weaknesses and strengths. Environmental restrictive or facilitating aspects are examined. Scoring is made as follows: Facilitates the child's participation in the activity (4), Allows (3), Obstacles (2), Restrictions (1). As the scores increase, it is concluded that the occupational participation is good.

  four weeks

• The Child Occupational Self Assessment Scale

  It is a Model of Human Occupation (MOHO)-based self-report scale used to measure children's perceived competence and importance of their participation in daily activities. This assessment is suitable for children aged 6-17 years. The COSA consists of 25 items and the child rates each statement using two 4-point Likert scales. Higher scores indicate better occupational performance.

  four weeks

Secondary Outcomes (1)

• The Sensory Profile

  four weeks

Study Arms (2)

Autism Spectrum Disorder

EXPERIMENTAL

1. Sensory integration training for children with ASD was conducted twice a week for two months (before Digital storytelling). 2. The digital storytelling study was conducted for 16 hours over two months.

Behavioral: Digital Storytelling (DST); Behavioral: Sensory Integration Therapy (SIT)

Typically Developing Children

EXPERIMENTAL

The digital storytelling study was conducted for 16 hours over two months.

Behavioral: Digital Storytelling (DST)

Interventions

Digital Storytelling (DST) BEHAVIORAL

The DST activity emphasized the use of multimedia to bring the stories to life. At the beginning of the workshop, interactive circles were formed for informative interactions. Children with autism and typically developing children were asked to prepare a short video reflecting a personal experience from their own lives. The children's habits and interests were identified and they were made to work on preparing materials such as pictures, photographs, handicrafts, dough toys, etc. to be uploaded to the computer program. It was explained that they could also choose from ready-made photos in the video editing/editing program for their stories, and that they could make short audio recordings if they wished. Digital stories are usually prepared as videos that combine audio, video, and video clips to tell a story. The DST study was conducted for 16 hours over two months. During the DST, the mothers who wanted to participate and watch also participated in the study.

Autism Spectrum Disorder; Typically Developing Children

Sensory Integration Therapy (SIT) BEHAVIORAL

Sensory integration training for children with ASD was conducted 2 days per week for 2 months. Taking into account the results of the Dunn Sensory Profile Scale, sensory approach strategies were determined for children with ASD, taking into account low and high neurological thresholds and hyper- and hyposensitive responses in the auditory, visual, tactile, vestibular and kinesthetic sensory systems. Sensory-motor activities with deep pressure and proprioceptive stimuli were used for children sensitive to tactile stimuli, and activities with linear and slow vestibular stimuli and resistive movement were used for children with kinesthetic sensitivity. In the intervention, swings, ball pools, ramps, rotation, and fast motion inputs were used in swing for children with hypersensitivity to motion, and sensory materials with different textures, play dough, and some other sensory materials were used for children with hypersensitivity to tactile sensory system.

Autism Spectrum Disorder

Eligibility Criteria

• Age: 7 Years - 11 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Getting diagnosed with ASD according to DSM-5 criteria
• Knowing how to read and write

You may not qualify if:

• Children reported by teachers to have maladaptive behavior

Sponsors & Collaborators

• Biruni University: lead

Study Sites (1)

Remziye Akarsu

Istanbul, 34020, Turkey (Türkiye)

Location

MeSH Terms

Conditions

Autism Spectrum Disorder

Condition Hierarchy (Ancestors)

Child Development Disorders, Pervasive; Neurodevelopmental Disorders; Mental Disorders

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Lecturer

Study Record Dates

• First Submitted: June 24, 2024
• First Posted: July 9, 2024
• Study Start: January 20, 2023
• Primary Completion: January 20, 2024
• Study Completion: April 22, 2024
• Last Updated: July 9, 2024

Record last verified: 2024-07

Locations

TU (1)