By this, we mean both (1) tools that facilitate human learning and inquiry, and (2) tools that themselves can learn and adapt to users and tasks. We're particularly interested in developing wearable and augmented reality tools, in the mold of the [Autism Glass Project](http://autismglass.stanford.edu/).
By learning tools, we mean two things.
Real-world devices that autonomously adapt to new settings, users, and tasks, by using the data they capture as they work. This makes an important testbed of our interactive learning algorithms.
Tools that facilitate human learning and inquiry, whether that be in education, exploration outside of formal education, or at the forefront of scientific research. Such tools can, in particular, greatly enhance distance learning and collaboration.
One form factor is particularly attractive. AI coupled with augmented or virtual reality (XR) allows us to process the user’s surroundings and overlay feedback onto the user’s field of view, all while capturing data about the experience. Thus far, this sort of paradigm has been used in the Autism Glass Project, in which we prototyped and tested an XR aid, meant to be worn by children on the autism spectrum, that recognizes social cues from those around the wearer and provides immediate visual and auditory feedback from which they might learn.
Autism behavioral therapy is effective but expensive and difficult to access. While mobile technologybased therapy can alleviate wait-lists and scale for increasing demand, few clinical trials exist to support its use for autism spectrum disorder (ASD) care.To evaluate the efficacy of Superpower Glass, an artificial intelligencedriven wearable behavioral intervention for improving social outcomes of children with ASD.A randomized clinical trial in which participants received the Superpower Glass intervention plus standard of care applied behavioral analysis therapy and control participants received only applied behavioral analysis therapy. Assessments were completed at the Stanford University Medical School, and enrolled participants used the Superpower Glass intervention in their homes. Children aged 6 to 12 years with a formal ASD diagnosis who were
@article{voss_effect_2019,author={Voss, Catalin and Schwartz, Jessey and Daniels, Jena and Kline, Aaron and Haber, Nick and Washington, Peter and Tariq, Qandeel and Robinson, Thomas N and Desai, Manisha and Phillips, Jennifer M and Feinstein, Carl and Winograd, Terry and Wall, Dennis P},citation={JAMA pediatrics 173 (5), 446-454, 2019},journal={JAMA pediatrics},number={5},pages={446-454},year={2019},publisher={American Medical Association},title={Effect of wearable digital intervention for improving socialization in children with autism spectrum disorder: a randomized clinical trial},volume={173},_google_scholar_id={qjMakFHDy7sC},}
2018
Exploratory study examining the at-home feasibility of a wearable tool for social-affective learning in children with autism
Jena Daniels, Jessey N Schwartz, Catalin Voss, and 7 more authors
Although standard behavioral interventions for autism spectrum disorder (ASD) are effective therapies for social deficits, they face criticism for being time-intensive and overdependent on specialists. Earlier starting age of therapy is a strong predictor of later success, but waitlists for therapies can be 18 months long. To address these complications, we developed Superpower Glass, a machine-learning-assisted software system that runs on Google Glass and an Android smartphone, designed for use during social interactions. This pilot exploratory study examines our prototype tools potential for social-affective learning for children with autism. We sent our tool home with 14 families and assessed changes from intake to conclusion through the Social Responsiveness Scale (SRS-2), a facial affect recognition task (EGG), and qualitative parent reports. A repeated-measures one-way ANOVA demonstrated a decrease in
@article{daniels_exploratory_2018,author={Daniels, Jena and Schwartz, Jessey N and Voss, Catalin and Haber, Nick and Fazel, Azar and Kline, Aaron and Washington, Peter and Feinstein, Carl and Winograd, Terry and Wall, Dennis P},citation={NPJ digital medicine 1 (1), 32, 2018},journal={NPJ digital medicine},number={1},pages={32},year={2018},publisher={Nature Publishing Group UK},title={Exploratory study examining the at-home feasibility of a wearable tool for social-affective learning in children with autism},volume={1},_google_scholar_id={hqOjcs7Dif8C},}
