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Robotics are being used in the intervention with children with Autism Spectrum Disorder (ASD) in many places and already for many years. Many robots were developed and different studies are being made in order to evaluate its effectiveness. “Socially Assistive Robotics” is shown to be effective in different areas mainly in social and emotional development. Milo, a robot developed by a team led by Richard Margolin for the Robots4Autism program (RoboKind, 2020), is one of the robots whose use is reported to be successful. In Macao there is no report of studies or experiences on the use of robots in the intervention with children with ASD. In a collaboration between the Macao Science Centre, the Macao Autism Association (MAA) and the University of Saint Joseph, an exploratory study was developed to understand the applicability of Milo to the work with children with ASD in Macao. The study showed that the robot is able to facilitate social and emotional competences of children with ASD. However, several limitations including language, cultural differences, the inexperienced facilitators and the level of sessions are too simple for the participants to be aware of that may affect the effectiveness of the intervention. It is important to show that the adoption of Milo in Macao for intervening children with ASD can be further implemented, with better practical solutions.
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The aim of this study was to explore home–school collaboration in the areas of assessment, placement, and Individual Education Plan (IEP) development for children identified with disabilities or special educational needs (SEN) in Macao. Despite the noted benefits of parent–school partnerships from prior research, minimal research has been conducted from the perspective of parents of children with SEN to examine whether these partnerships materialize in the context of Macao. Participants included 115 parents of school-aged children diagnosed with SEN. They provided demographic information and completed a 36-item questionnaire derived from two validated instruments. The research identified a range of factors which hinder parental involvement in decision-making and in the inclusion of children with SEN in optimal ways in Macao schools. Parents indicated they were not receiving relevant information and assessment feedback from the teachers; they were minimally involved in the IEP process, and their children were not receiving one-to-one support, regardless of the type of placement. Parents also underlined issues related to the timing of assessment procedures. Parents of children attending special classes in regular schools voiced more satisfaction with support provision than parents of children following the full inclusion model. Recommendations about how services could be improved for greater parental involvement are discussed. Key Words: parental involvement, school–family collaboration, inclusion, special educational needs, Macao, Individual Education Plans, IEP
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The rapid development of counselling began after World War II. Meanwhile, texting services became available in the 1980s. Texting has been widely applied in both health area and mental health areas. A chatbot is a specific type of artificial intelligence (AI) that can have conversations with humans through texting. The combination of counselling and texting is known as chat counselling. The effectiveness of chatbots in alleviating psychological symptoms was supported by scientific research. Nonetheless, people hold different perceptions towards chatbots. Some common factors in counselling, including empathy and warmth, were also important in evaluating AI chatbots. Other important factors included acceptability, satisfaction and trust. The current study is the first to use AI as a counsellor. This study investigates people’s perceptions of human and AI counsellors (ChatGPT) and whether people can differentiate between human and AI. Participants needed to rate the counsellors in three scenarios: the original scenario taken from a training book, the human counsellor scenario generated from a text conversation with a human counsellor and the AI counsellor scenario produced by texting with ChatGPT, which acts as the counsellor. Prompts used to generate conversation with ChatGPT are included. The dialogues were parts of the conversations containing similar client responses and were presented using the WhatsApp interface. Questionnaires were delivered both online and in paper form. Results demonstrated that people’s ratings of human counsellors and AI counsellors did not differ in perceived empathy, acceptability, and satisfaction. While the warmth and trustworthiness of AI counsellors were perceived to be higher than those of human counsellors. On the other hand, people were unable to differentiate between human and AI counsellors in uncertain conditions. Younger people and the general population are more accurate in identifying between humans and AI, while people above 40 and psychologists or counsellors are less capable of doing so. The current study supports the potential of utilising ChatGPT in counselling. Having people experience and evaluate real chat counselling with human and AI counsellors can potentially eliminate some limitations of the current studies. Future studies can investigate how prior knowledge contributes to AI detection and examine AI counsellors' efficiency in longitudinal studies
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