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Application of IoT in Autism
build up the limit of capacity for self-control, empowering self-consideration, encouraging attention, and reducing dissatisfaction level of autistic children that may arise from
committing mistakes. According to Ingersoll and Wainer (2013), with the help of these
new technologies, autistic children can get closer and promote a better understanding to
develop their learning skills, which would not be possible without IoT. So IoT helps them
to interact with the world that has been separated from them in which they initially lived
(Aresti-Bartolome and Garcia-Zapirain 2014).
IoT application directly visible on the computer screen or any display devices creates the
actions of interest among autistic children. IoT also creates the infrastructure of information
and communications through the different network of networks established by different sensors, devices, and objects or things that became value-added services for autism patients. The
human–computer interaction (HCI) in the success of IoT and peer-to-peer (P2P) products and
solutions plays a significant role in the development of social communication and language
skills among autistic children. Also autistic children are now more involved and being highly
encouraged to use smart devices. The usability of IoT among autistic children helps them for
more interaction and response to the society, creates new talents and make them self-sufficient.
The significant objectives for IoT applications are the making of smart products, smart
cities, smart buildings, smart health application, smart social communication, and many
more smart spaces or environments. Today the implementation and deployment of P2P
network is the most challenging research (Huang and Li 2010) in IoT because P2P is an
excellent approach and a suitable platform for interacting robot control and e-learning
for autistic children. Similarly, the parallel research has focused on low-range network
such as Wireless Personal Area Network (WPAN) which covers a few meter radiuses. It
helps out to connect the devices or gadgets to nearby computers with wireless connectivity. An Assistive Technology (AT) followed by IoT such as Ambient Assisted Living
(AAL) also supports autistic children to learn their daily activities and allows them to be
self- dependent and secure lifestyle. Also this technology provides learning environment
support by the combination of smart technologies and IoT framework.
Researchers have suggested that before recommending the IoT devices it is highly necessary to evaluate the characteristics of different activities of autistic children, which include:
1. Age factor of the child
2. Proper diagnosis of the problem
3. Suitable learning methods
4. Capability to sit and use the system
5. Interesting kind of objects
6. Choosing the kind of environment, and many more
The different analysis proved that smart environment helps autistic children to be
more determined on their interest in learning and enhances the ability of their attention
toward usual activities. As a result, the performance of these children regarding day-to-day
problem-solving task become easier. It is observed that because of this technology a child
with autism will be able to increase the interest to learn the new social skills, social languages,
and behaviors, and achieve moderate academic performance. This chapter is focused on the
different functionalities of IoT solutions. Although at present there is no therapy for autism,
the major aim is to care and train autistic children by using such IoT devices that are the key
part of a supportive environment to connect and communicate them with the real world.
Application of IoT in Autism
build up the limit of capacity for self-control, empowering self-consideration, encouraging attention, and reducing dissatisfaction level of autistic children that may arise from
committing mistakes. According to Ingersoll and Wainer (2013), with the help of these
new technologies, autistic children can get closer and promote a better understanding to
develop their learning skills, which would not be possible without IoT. So IoT helps them
to interact with the world that has been separated from them in which they initially lived
(Aresti-Bartolome and Garcia-Zapirain 2014).
IoT application directly visible on the computer screen or any display devices creates the
actions of interest among autistic children. IoT also creates the infrastructure of information
and communications through the different network of networks established by different sensors, devices, and objects or things that became value-added services for autism patients. The
human–computer interaction (HCI) in the success of IoT and peer-to-peer (P2P) products and
solutions plays a significant role in the development of social communication and language
skills among autistic children. Also autistic children are now more involved and being highly
encouraged to use smart devices. The usability of IoT among autistic children helps them for
more interaction and response to the society, creates new talents and make them self-sufficient.
The significant objectives for IoT applications are the making of smart products, smart
cities, smart buildings, smart health application, smart social communication, and many
more smart spaces or environments. Today the implementation and deployment of P2P
network is the most challenging research (Huang and Li 2010) in IoT because P2P is an
excellent approach and a suitable platform for interacting robot control and e-learning
for autistic children. Similarly, the parallel research has focused on low-range network
such as Wireless Personal Area Network (WPAN) which covers a few meter radiuses. It
helps out to connect the devices or gadgets to nearby computers with wireless connectivity. An Assistive Technology (AT) followed by IoT such as Ambient Assisted Living
(AAL) also supports autistic children to learn their daily activities and allows them to be
self- dependent and secure lifestyle. Also this technology provides learning environment
support by the combination of smart technologies and IoT framework.
Researchers have suggested that before recommending the IoT devices it is highly necessary to evaluate the characteristics of different activities of autistic children, which include:
1. Age factor of the child
2. Proper diagnosis of the problem
3. Suitable learning methods
4. Capability to sit and use the system
5. Interesting kind of objects
6. Choosing the kind of environment, and many more
The different analysis proved that smart environment helps autistic children to be
more determined on their interest in learning and enhances the ability of their attention
toward usual activities. As a result, the performance of these children regarding day-to-day
problem-solving task become easier. It is observed that because of this technology a child
with autism will be able to increase the interest to learn the new social skills, social languages,
and behaviors, and achieve moderate academic performance. This chapter is focused on the
different functionalities of IoT solutions. Although at present there is no therapy for autism,
the major aim is to care and train autistic children by using such IoT devices that are the key
part of a supportive environment to connect and communicate them with the real world.