DESC:FIELD OF THE INVENTION
The present invention relates in general to amusement devices, and more particularly, to an adaptive behavioral training system for children with low-functioning autism spectrum disorder that assists children in the domain of executive function i.e., inhibition. More specifically, the invention relates to assistive technology and task-oriented learning that helps to improve the cognitive skills, particularly inhibition control, emotional skill, communication skill, and social skill of children with low functioning Autism Spectrum Disorder (ASD)
BACKGROUND OF THE INVENTION
Autism spectrum disorder is a neurodevelopment condition that affects social interaction, communication, and behavior skills of a persion. The severity of symptoms varies widely across individuals, and low-functioning autism represents the more severe end of the spectrum. Children with low-functioning ASD often have difficulty with the domain of executive function i.e., inhibition control, which can lead to impulsive and inappropriate behavior. Inhibition is an essential cognitive function that allows an individual to stop an automatic or planned response, enabling them to choose a more appropriate response. Inhibition control is crucial for a child's development, as it affects their academic and social success.
The research conducted by Panda et al. in 2019 and other studies have found that executive function deficits can significantly impact the daily functioning of individuals with ASD.
Executive function refers to a set of cognitive processes that allow individuals to plan, organize, regulate their behavior, shift attention, and exhibit cognitive flexibility. These processes are crucial for managing and completing complex tasks, as well as adapting to changes in the environment. However, individuals with ASD often experience challenges in these areas.
Difficulties with executive function can manifest in various ways for individuals with ASD. For example, they may struggle with planning and organizing their daily activities, which can make tasks such as tying shoelaces or buttoning shirts more challenging. They may also have difficulties with attention and self-regulation, which can impact their ability to engage in reciprocal interactions and express themselves effectively.
Working memory, inhibition, planning and organization, and cognitive flexibility are all important components of executive function that play a role in social communication, social cognition, and social adjustment. Impairments in these areas can make it harder for individuals with ASD to understand and interpret social cues, adapt their behavior to different social contexts, and engage in effective social interactions.
Therefore, to solve the above-mentioned shortcomings, there exist several methods including Cognitive Training Programs, Physical Exercise, Mindfulness Mediation, and Occupational Therapy to improve cognitive and motor skills in children. For example:
An Australian patent application (AU 2021202051 A1) discloses processor-implemented systems and methods for enhancing cognitive abilities through personalized cognitive training regimens. The present disclosure describes systems and methods for the implementation of personalized cognitive training. As an example, a processor-implemented method is provided for enhancing the cognitive abilities of a user by personalizing cognitive training regimens. A cognitive assessment of a user is performed using a set of assessment tasks. A maximal performance of the user related to the set of assessment tasks is estimated. A performance range is determined based at least in part on the maximal performance of the user. The performance range is divided into a plurality of progress gates corresponding to a plurality of task difficulty levels for personalizing cognitive training regimens.
Another Korean patent application (KR1023698501B1) discloses a cognitive platform including computerized associative elements. A device for generating a quantifier of an individual's cognitive skill, comprising: a user interface; a memory for storing processor-executable instructions; and a processing unit communicatively coupled to the user interface and the memory, wherein upon execution of the processor-executable instructions by the processing unit, the processing unit comprises: rendering in the user interface a first instance of a task with interference, the first response from the individual to the first instance of the task in the presence of the interference, and at least one evocative element to solicit a response from the individual; - at least one of the first instance of the task and the interference comprises the at least one associative element; The user interface is configured to measure data indicative of a response of the individual to the at least one associative element, wherein the data measures at least one measure of the individual's ability to process emotions under an emotional load. included, and the apparatus is configured to simultaneously measure a first response from the individual to the first instance of the task and a response from the individual to at least one associative element; receive data indicative of the individual's response to at least one associative element and the first response; And Analyzing data indicative of the first response and the response of the individual to the at least one associative element, comprising at least one quantified indicator of cognitive ability of the individual under an emotional load. to calculate at least one performance metric An apparatus configured to generate a quantifier of an individual's cognitive skills.
However, the conventional system proposes a method for enhancing cognitive abilities and quantifying cognitive skills in individuals, but they do not specifically address the needs and challenges of children with low-functioning autism spectrum disorder (ASD) in a daily life routine in which social skills and executive function plays a great role. For example, While reading the book, ignoring WhatsApp messages, and phone call is an example of inhibition found a deficit in ASD children. ASD children find it difficult to suppress the irrelevant response and execute the relevant response. Repetitive behavior shown by ASD children is due to their poor ability in inhibition and cognitive flexibility, which impact social interaction and communication among ASD.
Furthermore, the existing technology requires parent or teacher to monitor and assist children in adaptive learning. However, it doesn’t provides a system and method that enables a child to learn and adapt behavioural skill automatically without the assistance of the teachers and children.
Therefore, it is important to consider these problems and determine the most effective approach for each child.
To overcome the aforementioned drawbacks, there exists a need to develop a system and method that is capable of providing an engaging and interactive way for children with low-functioning ASD to improve their executive function, particularly inhibition control. Therefore, the present invention is designed to provide an adaptive behavioral training system that can be an effective tool for parents and teachers to support children with low-functioning ASD in their development and daily life without any constant monitoring by the parents and teachers .
OBJECTIVE OF THE INVENTION
The principle object of the present invention is to overcome the disadvantages of the prior art by using an adaptive behavioural training system that not only entertains the children but also treat cognitive impairments
The primary objective of the present invention is to provide an adaptive behavioral training system specifically designed for children with low-functioning Autism Spectrum Disorder (ASD) to enhance their executive function, particularly inhibition that can further enhance social, communication, and emotional skills.
Another objective of the present invention is to provide an adaptive behavioral training system that aims to improve the ability of children with low-functioning ASD to inhibit irrelevant responses and execute relevant responses in various social situations.
Another objective of the present invention is to provide a system that utilizes visual cues, rewards, and interactive platform, to engage children with ASD in activities that promote cognitive and behavioral development related to inhibition.
Another objective of the present invention is to provide progress monitoring unit integrated with the adaptive behavioral training system to monitor the progress of children with low-functioning ASD. The monitored data is saved in the database that can be used in the future to analyze performance, identify areas for improvement, and tailor the training program to the specific needs of each child.
Another objective of the present invention is to provide an adaptive behavioral training system that can be customized and adapted to meet the specific needs and abilities of each child. It aims to provide individualized training experiences that gradually increase in difficulty, ensuring engagement and continuous skill development.
Another objective of the present invention is to assist children with ASD in developing essential skills that can positively impact their daily lives and increase their independence.
Another objective of the present invention is to assist children with ASD in developing social skills automatically without any assistance from the parents and teachers.
The foregoing and other objects, features, and advantages of the present invention will become readily apparent upon further review of the following detailed description of the preferred embodiment as illustrated in the accompanying drawings.
SUMMARY OF THE INVENTION
The present invention is adapted to overcome the above-noted short-comings and fulfil the stated need.
The various embodiment of the present invention provides an improved adaptive behavioral training system for improving the domain of the executive function, particularly inhibition in children with low-functioning autism spectrum disorder (ASD).
According to an embodiment of the present invention, the adaptive behavioural training system comprises an electronic displays unit to display a user interface screen, wherein the user interface screen displays a series of set-assessment tasks to be performed by participants/children in a predetermined number of trials, an input module configured to receive user identification data corresponding to each user experiencing the adaptive behavioral training system upon registration, a user identity determination module configured to determine the identity of the user based on the ID associated with the user; a participant/children enrollment module configured to enroll a plurality of participants/children by the user using the user interface screen of the electronic display device; a progress monitoring module operatively coupled to the input module, wherein, the progress monitoring module is configured to monitor the performance of children in completing the task, thereby monitoting the domain of the executive function, particularly inhibition in children with low-functioning autism spectrum disorder; a database module configured to store participants' and users' data; and an appreciation module configured to provide a visual or verbal appreciation on the user interface screen of the electronic device on completion of a plurality of assessment tasks within a predetermined number of trials; wherein, the series of assessment tasks are presented on the display unit of the electronic device are completed by the participants by tapping on the user interface display of the electronic device.
According to the embodiment of the present invention, the present invention discloses an adaptive behavioural training system that is configured to systematically derive adaptive behavioral changes to improve executive function, particularly inhibition in children with low-functioning autism spectrum disorder. The training system comprises a plurality of targeted oriented set of assessment task including but not limited to decision-making, action-oriented, reflex-action-based, and obstacle avoidance scenarios as a set of an assessment task that needs to be performed by the child within a predetermined number of trials.
The unique combination of technology, graphics, interactive visual display, and targeted scenarios makes this training system a valuable tool for children with low-functioning ASD, potentially improving their daily functioning and independence.
BRIEF DESCRIPTION OF THE DRAWINGS
Fig. 1 illustrates a user interface display of an electronic device for the registration/login of the user to the adaptive behavioral training system through login ID and password.
Fig. 2 illustrates another view of the user interface display of the electronic device for the enrolled participants/children to play the inhibition computerized mind game.
Fig. 3 illustrates another view of the user interface display of the electronic device that allows users/teachers to enroll a plurality of participants and maintain their progress records in the adaptive behavioral training system.
Fig. 4 illustrates an exemplary embodiment of the training system that displays a target-oriented task that needs to be completed within a predetermined number of trials.
Fig. 5 illustrates another exemplary embodiment of the training system that displays a targeted-oriented task that needs to be completed within a predetermined number of trials.
Fig. 6 illustrates another exemplary embodiment of the training system that displays a target-oriented task that needs to be completed within a predetermined number of trials.
Fig. 7 illustrates another exemplary embodiment of the training system that displays a target-oriented task that needs to be completed within a predetermined number of trials.
Fig. 8 illlustrate a components of the adaptive behavioural training system of the present invention.
DETAILED DESCRIPTION OF THE INVENTION
The following description includes the preferred best mode of one embodiment of the present invention. It will be clear from this description of the invention that the invention is not limited to these illustrated embodiments but that the invention also includes a variety of modifications and embodiments thereto. Therefore, the present description should be seen as illustrative and not limiting. While the invention is susceptible to various modifications and alternative constructions, it should be understood, that there is no intention to limit the invention to the specific form disclosed, but, on the contrary, the invention is to cover all modifications, alternative constructions, and equivalents falling within the spirit and scope of the invention as defined in the claims.
In any embodiment described herein, the open-ended terms "comprising," "comprises,” and the like (which are synonymous with "including," "having” and "characterized by") may be replaced by the respective partially closed phrases "consisting essentially of," consists essentially of," and the like or the respective closed phrases "consisting of," "consists of, the like. As used herein, the singular forms “a,” “an,” and “the” designate both the singular and the plural, unless expressly stated to designate the singular only.
The present invention discloses an adaptive behavioral training system designed to improve the domain of an executive function, particularly inhibition control, in children with low-functioning autism spectrum disorder by utilizing a fun learning interactive technology. The training system’s objectives are to improve the child’s ability to control their impulses, resist distractions, and regulate their emotions, as well as improve their hand-eye coordination, visual processing, and fine motor skills.
According to an embodiment of the present invention, the adaptive behavioural training system comprises an electronic device that displays a user interface screen, wherein the user interface screen displays a series of set-assessment tasks to be performed by participants/children in a predetermined number of trials, an input module configured to receive user identification data corresponding to each user experiencing the adaptive behavioral training system upon registration, a user identity determination module configured to determine the identity of the user based on the ID associated with the user; a participant/children enrollment module configured to enroll a plurality of participants/children by the user through the user interface screen of the electronic display device; a progress monitoring module operatively coupled to the input module, wherein, the progress monitoring module is configured to monitor the performance of children performing the assessment task; a database module configured to store participants' and users' data; and an appreciation module configured to provide a visual or verbal appreciation on the user interface screen of the electronic device on completion of a plurality of assessment tasks within a predetermined number of trials; wherein, the series of assessment tasks are presented on the user interface display of the electronic device for completion within a predetermined number of trials by the participants by tapping on the user interface display of the electronic device.
According to another embodiment of the present invention, the adaptive behavioral training system is compatible with all types of electronic devices including but not limited to laptops, desktops, mobile phones, and a smartphone.
According to another embodiment of the present invention, the adaptive behavioral training system is developed using React Native programming language and is powered by the Unity 3D game engine.
According to another embodiment of the present invention, the adaptive behavioral training system, the MySQL database is used for storing and managing student records, progress data, and game settings.
According to another embodiment of the present invention, the adaptive behavioral training system, the set of assessment tasks are presented in interactive visual scenarios that are prepared using high-quality custom-made artwork and graphics created with Adobe P to enhance the visual appeal of the training system.
According to another embodiment of the present invention, the user/teachers register to the adaptive behavioral training system using mobile numbers, Gmail ID, passwords, and any other unique identification identity.
According to another embodiment of the present invention, the user/teachers register to the adaptive behavioral training system by providing their identification and contact information. The system further comprises a user identity determination module to determine the identity of the user based on the ID associated with the user. Further, the system can verify the user through a system-generated one-time password. Fig. 1 illustrates a user interface display of the electronic device for the users to login into the adaptive behavioral training system.
According to another embodiment of the present invention, the training system is a multi-play task-oriented system where any number of participants/children can participate in the set of assessment tasks to systematically derive adaptive behavioral changes to improve inhibition control deficits.
According to another embodiment of the present invention, the user/teacher can enroll a plurality of participants/children to participate in the set of assessment tasks.
According to another embodiment of the present invention, the method for registration into the adaptive behavioral training system comprises the steps of a. creation of a user account using mobile no. and mail Id., b. verification of user account through a system-generated one-time password sent to the registered mobile no. or mail ID by the system, c. log in into the system via login credentials by the user.
According to another embodiment of the present invention, the method for enrollment of the plurality of participants in the training system comprises the steps of a. entering the details of the plurality of participants/children into the participant's enrollment module of the system by the user/teacher, b. managing the progress record of the plurality of children/participants in the progress monitoring module of the system. Fig. 3 illustrates a user interface display of the electronic device to maintain score cards and attendance of the plurality of the participants/children. A user/teacher can add student details, edit student details, and check student progress data, time, attempts, and rewards on each level.
According to another embodiment, the adaptive behavioural training system is a combination of software and hardware components to provide an engaging and effective learning experience for children with low-functioning autism spectrum disorder. Fig. 8 illustrates the various components of the adaptive behavioural training system. The hardware component of the adaptive behavioral training system includes the electronic device, such as a tablet or smartphone, where the user interface is displayed. The electronic device serves as the platform for children to interact with the visual scenarios through tapping on the screen. The device's touch-screen capability facilitates a fun and interactive learning experience for the children, allowing them to actively engage with the tasks. While the software components includes a set of modules that work collaboratively to achieve specific tasks.
According to another embodiment of the present invention, the training system comprises a plurality of targeted scenarios including but not limited to decision-making, action-oriented, reflex-action-based, and obstacle avoidance scenarios as a set of assessment tasks that need to be performed within a predetermined number of trials.
The present invention is better understood with the help of the following examples.
Example 1:
Fig. 4 illustrates the first set of assessment tasks that need to be completed within a predetermined number of trials. The system shows a playground scenario on an electronic device where a lot of garbage is spread around. This playground scenario shows five elements: Dustbin, crushed paper, plastic bottle, crushed ball, and polythene bag.
The main objective of this task is to clean up the playground by putting all five elements in the dustbin within five attempts or trials. The child needs to decide which item should be placed in the dustbin and make their selection accordingly.
The decision-making aspect of the game comes into play when the child has to evaluate and choose the correct item to put in the dustbin. They need to consider the characteristics and properties of each object and determine which one is garbage and should be discarded. The system provides immediate feedback on the child's choices. If the child selects the correct item, they receive verbal appreciation and visual rewards from the appreciation module of the training system, reinforcing their decision-making skills. If the child makes an incorrect choice, they can learn from their mistake and try again. The presence of a pop-up screen after completing a level adds another decision-making element. The teacher can choose to restart the level, proceed to the next level, or return to the main screen. This allows the teacher to guide the child's progression in the system and make decisions based on the child's performance and learning needs.
The child's decision-making skills are tested as they have to identify and differentiate between the items that belong in the dustbin and those that do not. They need to analyze the visual cues and understand the concept of waste management to complete the task.
Example 2:
Fig. 5 a second set of assessment tasks that need to be completed within a predetermined number of trials. This task shows a village scenario where animals move across the road. The child is expected to cross the road by seeing the visual command of “Go” (green color blink shown above the hut) and stop when it shows the “Red “visual command (red color shown above the hut). When an animal herd passes, a red light blinks which signifies that the user must stop. Once the herd crosses, the participant needs to cross the road and reach its destination.
If the participant/children fail to follow the visual commands correctly and clash with an animal, they lose one of their five chances. This introduces a sense of urgency and risk, encouraging the player to remain attentive and make timely decisions.
On the other hand, if the player successfully crosses the road without any collisions, a happy animation/verbal appreciation is shown, providing positive reinforcement for their actions and progress.
Overall, the system focuses on quick reflexes, decision-making, and responsiveness to changing cues making it action-oriented. It requires the player to actively engage with the system mechanics and perform specific actions to overcome challenges and achieve the objective of reaching their destination safely.
Example 3:
Fig. 6 illustrates a third set of assessment tasks that need to be completed within a predetermined number of trials. The described scenario can be considered a reflex action-based task due to its focus on quick decision-making and response to visual cues. In this task, the child is presented with a visual command indicating either "Go" (represented by a green cloud) or "Red" (represented by a red cloud) on the right side of the screen.
The objective of the task is for the child to cross the railway lines safely. The child must rely on their reflexes to respond to the visual commands by either crossing the railway lines or stopping. The child's decision-making process should be instinctive, without deliberate thought or analysis.
The scenario provides a time interval between each command, mimicking the timing of a train crossing. This interval tests the child's reflexes as they need to react quickly when the "Go" command appears, indicating it's safe to cross and stop when the "Red" command appears, signaling danger.
By rewarding the child with verbal appreciation and visual rewards for making the correct choices, the training system reinforces the reflex action aspect. Positive reinforcement encourages the child to develop and refine their reflexes to make accurate decisions based on visual commands.
This task provides a combined effect of reflex actions with cognitive skills, such as visual recognition and quick decision-making. It challenges the child's reflexes and trains their mind to respond rapidly and accurately to specific visual cues, making it a reflex action-based task.
Example 4:
Fig. 7 illustrates a fourth set of assessment tasks that need to be completed within a predetermined number of trials. The primary objective of the task is for the child to cross the road safely while avoiding the oncoming bus. The child is presented with visual commands indicating either "Go" (represented by a green cloud) or "Red" (represented by a red cloud) on the right side of the screen. These visual commands serve as signals for the child to determine whether it's safe to cross or if they should stop and wait.
The interval of time between each command represents the timing of the bus crossing. It creates a challenging scenario where the child needs to assess the situation quickly and make a decision. When the "Go" command appears, it indicates that it's safe to cross the road, and the child should move forward. However, when the "Red" command appears, it signifies danger, and the child must stop and wait for the bus to pass.
By providing only five trials, the game adds a sense of urgency and encourages the child to make efficient decisions. The limited number of attempts increases the importance of avoiding obstacles and crossing the road successfully.
The task promotes obstacle avoidance skills by requiring the child to process visual cues and respond accordingly. It trains the child's mind to recognize and react to potential obstacles, in this case, the oncoming bus. By rewarding the child for making correct choices, both verbally and visually, the game reinforces the importance of avoiding obstacles and achieving success.
Overall, the task emphasizes obstacle avoidance as its core mechanic. It challenges the child's ability to recognize and respond to visual signals, promoting quick decision-making and the development of skills necessary to avoid obstacles in a road-crossing scenario.
Advantages of the present invention
1. The adaptive behavioral training system is designed to be engaging and interactive platform, providing a fun learning experience for children. Incorporating visual cues, rewards, and interactive platform, keeps the children motivated and interested in the training system.
2. The adaptive behavioral training system allows users or teachers to create and manage student records, track progress, and review performance data. This feature enables personalized training programs and allows for monitoring and assessing the child's improvement over time.
3. The system not only focuses on improving inhibition skills but also targets other important areas of development, such as hand-eye coordination, visual processing, fine motor skills, decision-making, and reflex actions. By incorporating these aspects into the set of assessment tasks, the system provides a holistic approach to cognitive and social skill development.
4. By enhancing inhibition skills and other cognitive and behavioral abilities, the training system has the potential to positively impact the daily lives of children with low-functioning ASD. It can improve their ability to control impulses, resist distractions, and make appropriate choices, thereby increasing their independence and overall functioning. ,CLAIMS:1. An adaptive behavioral training system for enhancing executive function, particularly inhibition in children with low-functioning autism spectrum disorder (ASD), comprising:
a. an electronic device that displays a user interface screen, wherein the user interface screen displays a series of set-assessment tasks to be performed by participants/children in a predetermined number of trials;
b. an input module configured to receive user identification data corresponding to each user experiencing the adaptive behavioral training system upon registration;
c. a user identity determination module configured to determine the identity of the user based on the ID associated with the user;
d. a participant/children enrollment module configured to enroll a plurality of participants/children by the user using the user interface screen of the electronic display device;
e. a progress monitoring module operatively coupled to the input module, wherein, the progress monitoring module is configured to monitor the domain of the executive function, particularly inhibition in children with low-functioning autism spectrum disorder;
f. a database module configured to store participants' and users' data; and
g. an appreciation module configured to provide a visual or verbal appreciation on the user interface screen of the electronic device on completion of a plurality of assessment tasks within a predetermined number of trials;
wherein, the series of assessment tasks are presented on the user interface display of the electronic device for completion within a predetermined number of trials by the participants by tapping on the user interface display of the electronic device;
wherein, the series of assessment tasks are characterized to improve executive function in children with low-functioning autism spectrum disorder.
2. The adaptive behavioral training system as claimed in claim 1, wherein, the user interface screen displays the set of assessment tasks as visual/graphical interactive scenarios to the user on the electronic device.
3. The adaptive behavioral training system as claimed in claim 1, wherein, the electronic device is selected from the laptop, mobiles phones, smartphones, and desktops.
4. The adaptive behavioral training system as claimed in claim 1, wherein the said assessment task includes a visual screen presented with a playground scenario filled with garbage and is required to put various items in the dustbin within a predetermined number of trials, with correct choices being rewarded with the verbal/visual appreciation.
5. The adaptive behavioral training system as claimed in claim 1, wherein, the said assessment task further includes a visual screen presented with a village scenario where animals cross a road and are required to cross the road when a green visual command appears and stop when a red visual command is displayed.
6. The adaptive behavioral training system as claimed in claim 1, wherein the said assessment task further includes a manned railway crossing scenario is presented and the child needs to cross the railway lines when a green visual command appears and stop when a red visual command is shown.
7. The adaptive behavioral training system as claimed in claim 1, wherein the said assessment task further includes a road crossing scenario with a bus is depicted and the child must cross the road based on visual commands and stop at the appropriate time.
8. The adaptive behavioral training system as claimed in claim 1, wherein user/teachers register into the system using mobile numbers, Gmail IDs, passwords, or other unique identification identities, ensuring secure and personalized access to the training platform.
9. The adaptive behavioral training system as claimed in claim 1, wherein the appreciation module provides immediate visual or verbal rewards upon completing assessment tasks, reinforcing positive behaviors and encouraging continued engagement and progress.
10. The adaptive behavioral training system as claimed in claim 1, wherein the domain of executive function includes but is not limited to communication skills, emotional skills, social skills, and inhibition skills.