SACM - United Kingdom
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9667
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Item Restricted ASDLAF: An Innovative Framework for Adopting Learning Applications for Adults with Autism Spectrum Disorder in Saudi Arabia(University of Sussex, 2024) Almazni, Yahya; Natalia, BeloffBackground: Learning tools have been recognized as an effective approach to enhance the skills of individuals with autism spectrum disorder (ASD) who face interaction, social and communication challenges. Relevant studies highlight that most of the ASD learning applications (LAs) are designed for children, but few investigate tools designed specifically for adults. Additionally, studies show that many applications are developed for the Western users which lack Arabic language support. Saudi Vision 2030 emphasises enhancing the quality of life including through digital transformation, which presents a promising opportunity to address the discussed challenges by investigating the factors that impact the adoption of ASD LAs. Aims and Objectives: The study aims at investigating the intention of the Saudi adults with ASD to use LAs by exploring the current challenges and barriers they face and identifying the most influential factors that impact the adoption of ASD LAs. These factors focus on three elements––technological, cultural and pedagogical which shape the ASD users’ engagement with LAs. To achieve this, the ASDLAF framework was developed to evaluate the 16 factors to assess the unique needs of ASD individuals. The thesis also captures the perspectives of the ASD caregivers who work closely with this population. Methods: This study employs a mixed-methods approach combining the quantitative (surveys) and qualitative (semi-structured interviews) methods. In the quantitative phase, a structured survey was distributed among ASD individuals gathering date from 412 respondents. Prior to the analysis, the validity and reliability of the survey instrument were assessed using SPSS software to ensure accurate analysis results. The descriptive analysis was conducted to provide an overview of the data gathered, which was followed by conducting the statistical analysis, aiming at assessing the significance of each factor within the ASDLAF framework. After that, 12 semi-structured interviews were conducted with ASD caregivers and experts to understand their perspectives into the adoption of ASD LAs. By integrating quantitative and qualitative data, the thesis was able to provide valuable recommendation and insights. Results: The results of this study reveal that ASD LAs are in their infancy within the Saudi context, though a significant intention to adopt exists among ASD individuals. The findings also provide insights into the factors that most influence LAs adoption by highlighting the key aspects such as usability, accessibility, privacy and motivation, which positively impact the adoption intention. Recommendations based on these insights aim to guide LA developers and caregivers in designing and assessing technological tools. Additionally, they offer valuable insights for policymakers focused on enhancing the quality of life of ASD individuals.12 0Item Restricted A Collaborative Approach to Speech and Language Therapy: Perspectives of Arabic and Non-Arabic Speaking Caregivers(University College London, 2024-08-31) Aleid, Deem; Filippi, RobertoParent Mediated Intervention (PMI) is a type of early intervention that provides evidence-based and systematic training to parents as part of their child’s speech and language therapy treatment. This intervention is oftentimes video-aided and communication-focused for young children with social (pragmatic) communication disorders or autism spectrum disorder. Research shows that this intervention can improve the child’s communication and overall family quality of life. PMI is one of the most cost-effective and ecologically validating approaches to promoting social communication in children with ASD and social communication difficulties. However, research on how parents perceive this experience is limited. There is even less research on the perspectives of multilingual and multicultural parents. This mixed methods study aims to explore parents’ perspectives of their participation in PMI. Specific research questions include (1) What are parents’ perceptions of parent mediated intervention? (2) Do Arabic and non-Arabic speakers hold differing perspectives on their experiences with parent-mediated intervention? Results from 3 parents of children with ASD indicate that parents generally had positive experiences with PMI with some variability with the degree of satisfaction. Bilingual parents, however, emphasised a desire for more individual time with the specialist, which may reflect cultural and linguistic considerations. These findings should be interpreted cautiously due to the small sample size, and warrants further research with a more diverse and larger sample.20 0