DESC:TECHNICAL FIELD OF THE INVENTION
The present invention generally relates to a system and method for the development of cognitive flexibility in children with a low-functioning autism spectrum disorder (ASD). More particularly, the present invention relates to an interactive and personalized learning experience for children with ASD.
BACKGROUND OF THE INVENTION
Cognitive flexibility refers to the ability to adapt and switch between different cognitive processes or strategies in response to changing demands or situations. It involves being able to understand multiple instructions, shift attention between tasks or scenarios, and apply basic principles to different contexts. Cognitive flexibility plays a crucial role in problem-solving, learning, decision-making, and overall cognitive functioning.
Children with cognitive inflexibility (also known as an intellectual disability) face problems in mental functioning and skills such as communication, self-help, and social skills. These limitations will cause a child to learn and develop more slowly than a typical child.
A canonical probe of cognitive flexibility during childhood is the dimensional change card sort (DCCS) task. In the DCCS, children are presented with a pair of target cards depicting two-dimensional objects (e.g., red star, blue circle) and asked to sort a set of bivalent cards (e.g., red circle, blue star) by one rule (e.g., sort by shape) and then switch to sort by another rule (e.g., sort by color). Under these standard conditions of the DCCS task, 3- and 5-year-old children readily sort by the first rule but only 5-year-old children flexibly switch to sort by the second rule.
The problem associated with the existing method is that the people who measure cognitive flexibility are not always very cognitively flexible, but probably that conclusion is unfair. To access the way people think, they use measures that tap into how people usually think. To produce objective and reliable data on cognition across many different types of populations, we require simple, standardized tests which purely measure the cognitive flexibility specifically for children with a low functioning autism spectrum disorder.
Furthermore, US patent no. US20180286272A1 discloses a system and program for cognitive skill training, the invention enables targeting, personalized measurement, and management of cognitive skills development by users, clinicians, teachers, and parents. The invention features a game-based virtual learning curriculum for targeting and developing the underlying cognitive skills of executive functions. The methods and systems of the invention provide an effective and rapid video game-based training curriculum to improve cognitive skills such as focused attention, sustained attention, cognitive inhibition, behavioral inhibition, selective attention, alternating attention, divided attention, interference control, novelty inhibition, delay of gratification, inner voice, motivational inhibition, and self-regulation. This curriculum utilizes (i) each of the cognitive processes that underlie attention control and impulse inhibition; (ii) the identification of measurable and trainable cognitive skills; and (iii) game design and game mechanics that effectively train and enable the retention of those skills. The game-based system provides a medical professional, clinician, parent, teacher, and user with the ability to measure and manage the training of targeted cognitive skills to reach a desired performance goal.
The problem associated with the existing system is that these features are based on video gaming feature. To address this limitation, researchers and developers needs to incorporate real-time training mechanisms into the system through innovative technological solutions. Real-time feedback and adaptive learning algorithms should be implemented to provide immediate guidance and personalized instruction to the child. Therefore, the present invention discloses an improved system and method for the development of cognitive flexibility in children with low-functioning autism spectrum disorder implementing multiple task-oriented scenarios in real time that require different cognitive processes and strategies can help identify the extent of cognitive flexibility in children. This approach allows for a more comprehensive evaluation of cognitive flexibility across different domains.
OBJECTIVE OF THE INVENTION
The principle object of the present invention is to overcome the disadvantages of the prior art.
The primary objective of the present invention is to provide a system and method for the development of cognitive flexibility in children with ASD.
Another objective of the present invention is to provide a system to enhance the child’s ability to understand multiple instructions, switch between real and virtual environments, and improve cognitive flexibility.
Another objective of the present invention is to provide a system to assess the child’s performance in real-time and gather data on their cognitive flexibility skills.
Another objective of the present invention is to provide a system in which the child requires to follow the instructions given by the virtual characters and complete the task based on the instructions in a real environment to improve their comprehension skills.
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 illustxcrated in the accompanying drawings.
SUMMARY OF THE INVENTION
The various embodiment of the present invention provides an improved system and method for the development of cognitive flexibility in children with low-functioning autism spectrum disorder (ASD) that leads to a more comprehensive and accurate understanding of children’s cognitive flexibility, allowing for targeted interventions, and personalized support.
According to an embodiment of the present invention, the system for the development of cognitive function in children with ASD comprises:
an electronic device with a display unit configured to display a plurality of scenarios, wherein the plurality of scenarios comprises a plurality of virtual characters in a virtual environment displaying a plurality of virtual challenges that need to be completed by a child in real-environment using a plurality of visual or auditory pathway/instructions shown in the displaying unit of the electronic device;
a unique identifier unit attached to a plurality of real objects corresponding to the plurality of virtual objects displayed in the plurality of virtual scenarios to identify the physical presence of the virtual object in the real environment through unique identification information;
a user interface unit operatively connected to the electronic device configured to provide input on the completion of the plurality of virtual challenges in a real environment;
a time-tracking unit configured to monitor the time taken by a child to complete the virtual challenge in real-environment;
an appreciation unit configured to provide verbal/visual appreciation to the child on the electronic device on successful completion of the virtual challenge in real-environment; and
a remote cloud data storage unit configured to store user identification information, time-tracking details, and progress report of the child,
wherein, the system is characterized to provide children with a plurality of virtual challenges that improve their ability to understand multiple instructions, switch between real and virtual environments, and enhance cognitive flexibility.
The system for the development of cognitive flexibility in children with ASD helps children understand and apply multiple instructions, switch between different scenarios, and adapt thinking based on different situations.
The system provides a child with interactive scenarios to improve their ability to understand and follow multiple instructions in both virtual and real-world environments.
Further objectives, advantages, and features of the present invention will become apparent from the detailed description provided herein below, in which various features and functionalities of the disclosed invention are illustrated by way of example.
BRIEF DESCRIPTION OF THE FIGURES
Fig. 1 illustrates a system for the development of cognitive function in children with Autism Spectrum Disorder (ASD).
Fig. 2 illustrates a connection between the virtual and the real environment of the system.
Fig. 3 illustrates a flowchart illustrating a method for providing an interactive platform for children with ASD to improve their cognitive flexibility.
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 is designed to aid children with Autism Spectrum Disorder (ASD) in developing cognitive flexibility. Cognitive flexibility refers to the ability to adapt thinking, switch between tasks or scenarios, and understand and apply multiple instructions. By targeting these areas, the invention aims to enhance the cognitive abilities of children with ASD and support their overall development.
Fig. 1 illustrates a system for the development of cognitive flexibility in children with low-functioning autism spectrum disorder. The system comprises an electronic device with a display unit to display a virtual environment, a user interface unit coupled to the electronic device to receive input from participants, a time tracking unit to monitor the progress report of the participants, a unique identifier unit to identify the presence of real objects in real environment corresponding to the virtual environment displayed in the electronic device, and a remote cloud store to store the data for future use, wherein, the system is characterized to provide children with a plurality of virtual challenges that improve their ability to understand multiple instructions, switch between real and virtual environments, and enhance cognitive flexibility.
According to another embodiment of the present invention, the display unit of the electronic device displays a plurality of virtual scenarios, wherein the plurality of scenarios comprises a plurality of virtual characters in a virtual environment with a plurality of virtual challenges/task that need to be completed by a child in a real environment using a plurality of visual or auditory pathway/instructions shown in the displaying unit of the electronic device.
According to another embodiment of the present invention, the unique identifier unit inbuilt in the electronic device identifies plurality of real objects corresponding to the plurality of virtual objects displayed in the plurality of scenarios to identify the physical presence of the virtual object in the real environment through unique identification information. In the preferred embodiment of the present invention, the unique identifier unit is an RFID reader inbuilt into the electronic device of the system, which can scan and identify the presence of the RFID-tagged objects in the real environment.
According to another embodiment of the present invention, the user interface unit operatively connected to the electronic device is configured to provide input by the child on the completion of the plurality of virtual challenges in a real environment.
According to another embodiment of the present invention, the time-tracking unit configured to monitor the time taken by a child to complete the virtual challenge in real-environment.
According to another embodiment of the present invention, the system further comprises an appreciation unit configured to provide verbal/visual appreciation to the child on the electronic device on successful completion of the virtual challenge in real-environment. In the preferred embodiment of the present invention, the appreciation unit provides a smiley or a happy face with hurray emotions to positively engage children through out the training session.
According to another embodiment of the present invention, the database unit store user identification information, time-tracking details, and progress report of the child.
According to another embodiment of the present invention, the system for the development of cognitive flexibility in children with ASD is compatible with all types of electronic devices including but not limited to laptops, desktops, mobile phones, and smartphones.
According to another embodiment of the present invention, as shown in Fig. 2, the unique identifier unit is a mechanism by which the system can identify the physical presence of virtual objects in real environments. It is a means of linking the virtual objects displayed on the electronic device with their corresponding real objects.
According to another embodiment of the present invention, the unique identification information is an RFID Tags where each real object (for example milk, books, almirah, fruits, and vegetables) corresponding to a virtual object displayed in the virtual scenario is equipped with a unique Radio Frequency Identification (RFID) tag.
According to another embodiment of the present invention, the system can utilize other unique identification technology that is selected from but not limited to QR codes or barcodes, near-field communication (NFC) tags, or augmented reality markers.
According to another embodiment of the present invention, the plurality of scenarios displayed on the electronic device includes a virtual kitchen with a mother and daughter as a virtual character or a virtual classroom with a teacher and student as a virtual characters.
The system consists of four different scenarios, each with specific challenges to target cognitive flexibility:
A. Follow Me: The child needs to collect a milk bottle from the fridge as instructed by the virtual mother in a real environment. To perform this task the child needs to follow the virtual path shown in the electronic device and identify the milk packet from the fridge in real-time by identifying the RFID code already attached to the milk packet using a unique identifier unit of the electronic device. Once the child physically retrieves the item and enters information about task completion in the user interface unit of the system, a pop-up message of gratitude appears. The time taken by the child to complete each task is recorded using a time-tracking unit present in the system and saved in the database for the future.
B. Get It Fast: Similar to Follow Me but with different instructions from the virtual mother, such as "Bring vegetables and cake from the fridge." To perform this task the child needs to identify the RFID-tagged vegetable and cake from the fridge in real-time by identifying a unique identification code attached to the vegetable and cake using visual or auditory pathway/instructions shown in the display unit of the electronic device. Once the child physically retrieves the item and enters the details of object identification in the user interface unit of the system, a pop-up message of gratitude appears. The time taken by the child to complete each task is recorded using a time-tracking unit present in the system and saved in the database of the system for the future.
C. Need It: This presents a classroom scenario with a virtual teacher, student, tables, chairs, racks, and books. The virtual teacher forwards various requirements (e.g., "Bring the red book from the rack"), and the child needs to collect the correct item by following the visual or auditory pathway/instructions in real time and by identifying the unique identification code attached to the red book using the identification unit of the system. Successful completion is rewarded with verbal appreciation.
D. Again Need It: This scenario increases the difficulty level of the instructions from the virtual teacher, challenging the child's cognitive flexibility. For example, the virtual teacher may instruct the student to "Replace the green book with a snake game." To perform this task the child needs to identify the green book from the almirah in real time by identifying the unique identification code attached to the green book and snake game. Once the child physically retrieves the item and enters the details of object replacement in the user interface unit of the system, a pop-up message of gratitude appears. The time taken by the child to complete each task is recorded using a time-tracking unit present in the system.
To track the progress of the child, a database powered by MySQL is used to store the relevant data. Each student and teacher has their own registered account, which can be created using a mobile number or email address. The recorded data includes the username, date and time of play, time taken to complete each level, the number of attempts made by the child, and the number of times a bonus was used.
Research has shown that repeated exposure to virtual challenges and real-world interactions helps children develop their cognitive flexibility skills over time, leading to a more comprehensive and accurate understanding of their cognitive abilities.
According to another embodiment of the present invention, the system for the development of cognitive flexibility in children with ASD utilizes Adope P graphics, and custom-made artwork is used to design virtual environments, characters, and objects.
The present invention can be further understand with the help of following example:
Example:
Fig. 3 illustrates the method of providing training session to the children with low-functioning autism spectrum disorder. The method comprising the steps of: displaying a variety of engaging virtual scenarios an electronic device. These scenarios consist of virtual characters (Mother, fridge, vegetables, milk, etc.) placed in virtual environments (Kitchen), and they present the child with a set of virtual challenges (bring milk or vegetable from fridge) that require them to follow instructions in the real world. The child interacts with these challenges through visual or auditory pathways (move left/right or left/right arrow), which are displayed on the electronic device. To bridge the virtual and real worlds, a unique identifier unit is attached to real objects that correspond to the virtual objects within the scenarios. This unique identification information allows for the tracking of the physical presence of the virtual objects in the real environment, making the learning experience more tangible and relatable for the child with ASD.
The child is encouraged to provide input through a user interface unit once they have completed the virtual challenges in the real environment. This allows them to communicate their experiences, observations, and insights, fostering a deeper engagement and understanding of the tasks at hand.
The time taken by the child to complete the virtual challenges in the real environment is monitored by a time-tracking unit. This aspect of the method helps gauge the child's progress and assess their cognitive flexibility improvements over time.
Upon successfully completing the virtual challenges in the real environment, the child receives verbal or visual appreciation (smiley emotion or happy emojis) through an appreciation unit. This positive reinforcement reinforces their achievements and boosts their confidence, which can be particularly beneficial for children with autism spectrum disorder.
To further enhance the effectiveness of the system, user identification information, time-tracking details, and progress reports of the child are stored in a database unit. This centralized database facilitates ongoing evaluation and analysis of the child's cognitive flexibility improvement, enabling educators, therapists, and caregivers to adapt the approach to suit the child's specific needs and track their progress effectively. ,CLAIMS:1. A system for the development of cognitive flexibility in children with autism spectrum disorder (ASD), comprising:
a. an electronic device with a display unit configured to present a plurality of virtual scenarios comprising virtual characters/objects in a virtual environment, a plurality of virtual challenges, wherein, the virtual challenge is performed by child in a real environment using a set of visual or auditory pathways/instructions displayed on the electronic device;
b. a unique identification information attached to plurality of real objects in real environment corresponding to the virtual objects displayed in the virtual scenarios;
c. a unique identifier unit connected to the electronic device allowing the system to identify the presence of the virtual objects in the real environment through the unique identification information attached to the plurality of real objects, wherein the unique identifier unit creates a bridge between the real and virtual environment;
d. a user interface unit connected to the electronic device, enabling the child to provide input on the completion of the virtual challenges in the real environment;
a. a time-tracking unit to monitor the time taken by the child to complete each virtual challenge in real-environment;
b. an appreciation unit to provide verbal/visual appreciation to the child on the electronic device upon successful completion of the virtual challenges in the real environment;
c. remote cloud data storage unit to store user identification information, time-tracking details, and progress reports,
wherein the system is characterized to enhance children's ability to understand multiple instructions, switch between real and virtual environments, and improve cognitive flexibility.
2. The system as claimed in claim 1, wherein the unique identifier information is an Radio Frequency Identification (RFID) tags attached to the real objects, allowing the system to identify their physical presence in the real environment.
3. The system as claimed in claim 1, wherein the unique identifier unit comprises an RFID reader integrated into the electronic device, capable of scanning and identifying the RFID-tagged objects in the real environment.
4. The system as claimed in claim 1, wherein the plurality of virtual challenges presented on the electronic device includes a virtual kitchen with virtual characters representing a mother and a daughter, and a virtual classroom with virtual characters representing a teacher and a student.
5. The system as claimed in claim 1, wherein the virtual challenges in the kitchen scenario involve retrieving specific objects from a fridge based on instructions provided by the virtual mother in a real environment.
6. The system as claimed in claim 1, wherein the unique identifier unit enables the child to identify and retrieve the objects in the real environment by recognizing unique identification codes associated with the objects.
7. The system as claimed in claim 1, wherein the virtual challenges in the classroom scenario involve selecting the correct items from a rack based on instructions provided by the virtual teacher in the real environment.
8. The system as claimed in claim 1, wherein the database unit is powered by MySQL to store user identification information, time-tracking details, and progress reports.
9. A method for enhancing cognitive flexibility in children with autism spectrum disorder (ASD), comprising the steps of:
a. displaying a plurality of virtual scenarios on an electronic device, each scenario comprising virtual characters in a virtual environment and virtual challenges that require a child to follow instructions in a real environment using visual or auditory pathways displayed on the electronic device;
b. attaching a unique identification information to the real objects corresponding to the virtual objects presented in the virtual scenarios;
c. reading unique identification information through unique identification unit allowing the identification of the physical presence of the virtual objects in the real environment through unique identification information;
d. allowing the child to provide input through a user interface unit upon completing the virtual challenges in the real environment;
d. monitoring the time taken by the child to complete the virtual challenges in the real environment using a time-tracking unit;
e. providing verbal/visual appreciation to the child upon successful completion of the virtual challenges in the real environment through an appreciation unit; and
f. storing user identification information, time-tracking details, and progress reports of the child in a database unit for evaluating cognitive flexibility improvement.