Understanding Autism Behaviour Using Wearable Communication-Enabling and Cognitive Device

UNDERSTANDING AUTISM BEHAVIOR USING WEARABLE
COMMUNICATION-ENABLING AND
COGNITIVE DEVICE
A Thesis Proposal
Presented to the Faculty of the Department of
Electrical Engineering College Engineering
Polytechnic University of
the Philippines Sta.
Mesa, Manila
In Partial Fulfillment of the

Requirements for the Degree of Science
in Electrical Engineering
By
Andrada, Marry Joy B.
Jose, Joshua P.
Magsombol, Mikaella “Bambee” D.
Ubalde, Louis B.
September 2022
ACKNOWLEDGEMENTS
The researchers would like to express their sincere gratitude to Our God Almighty for his
unfailing blessings and mercy, which have always assisted us in meeting our bodily
necessities and in gaining the strength we needed to complete our undergraduate
research.
First off, we would like to express our gratitude to Mr. Allan G. Tanfang, a licensed
occupational therapist, for lending their knowledge to the research evaluation of our study,
"Understanding Autism Behavior Using Wearable Communication-Enabling And
Cognitive Device".
Additionally, we are appreciative of our professor, Kevin Sulliva, who helped and always
made time to talk to us and the other students in the class. We appreciate his advice and
direction throughout the entire study process.
To Our Parents, who have consistently supported us not just financially but also by
encouraging and inspiring us to continue and complete our thesis. For your unwavering
love and support during all of the difficult struggles and stress.
To our devoted family members, close friends, and special loved ones who constantly
urge us to pursue this research, who are eager to share their most insightful observations
about it with us, and who are always there to lend a helping hand when we need it.
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ABSTRACT
Title : Understanding Autism Behavior using Wearable
Communication-enabling and Cognitive device
Researcher : Andrada, Marry Joy B.
Jose, Joshua P.
Magsombol, Mikaella “Bambee” D.
Ubalde, Louis B.
Degree : Bachelor of Science in Electrical Engineering
Institution : Polytechnic University of the Philippines
Year : 2022
Adviser : Victorio, Kristian Carlo B., REE, RME
Increasingly, technologically advanced communication devices are being used to make it
easier for one person to transmit their messages, understand another's behavior, and for
medical and therapeutic purposes. In the autism spectrum disorder (ASD) problems with
social communications and behavior are tiresome especially so that these children
experience the world differently compared to a typical individual. A walkie talkie is a
common gadget for transmitting messages that has a long battery life and is simple and
enjoyable to use, especially for kids. As speech therapy is prohibitively expensive for most
Filipinos, the researchers hope to create a device that will aid in the improvement of a
child's communication and behavioral skills. This will become an alternative treatment for
children with ASD in their homes and on a limited budget. Lastly, the researcher will
conduct mixed-methods study in order to derive conclusions about the device's design
that will optimize its utility.
Keywords: Autism Spectrum Disorder (ASD), speech therapy, communication devices
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TABLE OF CONTENTS
PRELIMINARIES Page
Title Page i.
Acknowledgements ii.
Abstract iii.
Table of Contents iv.
List of Tables vii.
List of Figures viii.
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND 1
Introduction 1
Theoretical Framework 3
Conceptual Framework 10
Statement of the Problem 11
Significance of the Study 11
Scope and Limitations 13
Definition of Terms 14
CHAPTER 2: REVIEW OF LITERATURE AND STUDIES 16
The Brain and Cognition 16
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Autism Spectrum Disorder 17
Challenges of Children Diagnosed with ASD 20
Autism Society of the Philippines and Disability Laws 23
Walkie-Talkie 25
Decibel 27
Radio Wave Propagation 28
Transceiver 28
Picture Exchange Communication (PECS) System 28
Alternative and Augmentative-Communication (AAC) System 30
Ablenet Quicktalker 30
Ablenet BIGmack Communicator 31
Mobile Application for Children with ASD 32
Treatments and Assistive Devices for ASD 34
Synthesis 38
CHAPTER 3: METHODOLOGY 40
Research Strategy 40
Research Design 40
Proposed Design and Dimension of the Device 41
v
Process Flow Chart 43
Schematic Diagram 45
Research Locale 43
Research Method 46
Material Requirements 47
Project Construction 52
Testing and Evaluation 58
CHAPTER 4: RESULTS AND DISCUSSIONS 64
1. The design of the devices’ audio clarity and quality in 64
accordance with children with ASD level 1.
2. Advantages of adopting a wearable communication and 71
cognitive device over other autistic technologies like the
ablenet quicktalker, ablenet BIGmack communicator,
and a smartphone app for children with ASD.
3. Communication from both the parent and child utilizing the device 72
and factors affecting its connectivity.
CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS 73
Summary of Findings 73
vi
Conclusions 74
Recommendations 74
References 90
Appendices
I. Instruments/Questionnaire 76
II. Answers from the Respondents 81
III. Respondent’s Profile 85
IV. Letter 86
V. Biographical Statement 87
LIST OF TABLES
Number Title Page
4.1.1 Results in the loudness of 3W, 8ohm speaker using 64
Sound meter
4.1.2 Results in Range and Delay without obstruction test of 65
Device 1 (for Children)
4.1.3 Results in Range and Delay test without obstruction of 66
Device 2 (for Parent)
4.1.4 Results in Range and Delay test with obstruction of 67
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4.2.1 Results in the loudness of 3W, 8ohm speaker using 68
Sound meter
LIST OF FIGURES
Number Title Page
1.1 Theoretical Framework 3
1.2 Conceptual Framework 10
3.1.1 Front View of the Device Parts 41
viii
3.1.2 Back View of the Device Parts 41
3.2 Dimensions of the Device 42
3.3 Flow Chart 43
3.4.1 Schematic for Recording and Play Button 45
3.4.2 Schematic for Sending Device 45
3.4.3 Schematic for Receiving Device 45
3.5.1 UHF- STD DATA TRANSCEIVER 48
3.5.2 ARDUINO UNO 48
3.5.3 JQ6500 MP3 PLAYER 49
3.5.4 SAMSUNG SLB1674 BATTERY 49
3.5.5 SAMSUNG SBCL6 CHARGER 50
3.5.6 3 WATTS 8 OHMS SPEAKER WATTS 50
3.5.7 MINI-USB CABLE 51
3.5.8 PUSH BUTTON 51
3.6.1 Cutting of Acrylic Sheet 52
3.6.2.1 Procedure 2 for Parent’s Device 52
3.6.2.2 Procedure 2 for Child’s Device 53
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3.6.7.1 Components in the Enclosure 57
3.6.7.1 Device in the Enclosure 58
3.7.1.1 Testing the Devices in Open Area 61
3.7.1.2 Testing the Devices in Open Area 61
3.7.2.1 Testing the Devices in PUP CEA 62
3.7.2.1 Testing the Devices in PUP CEA 62
3.7.3. Testing the Device inside the House 63
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Chapter 1
PROBLEM AND ITS SETTING
Introduction
Autism spectrum disorder (ASD) is a neurological disorder that affects a person's
perception of and socialization with others, creating difficulties in social interaction and
communication. Limited and repetitive patterns of conduct are also part of the disorder. In
autism spectrum disorder, the term "spectrum" refers to the vast range of symptoms and
severity. It is also described that ASD is a collection of neurodevelopmental diseases in
which people struggle with social interaction and age-appropriate play, as well as failing
to form suitable peer relationships at their developmental level
ASD begins in infancy and progresses into adulthood, causing social, educational,
and work-related difficulties. Within the first year of life, many children show signs of
autism. In the first year, a tiny percentage of children appear to develop normally, but
subsequently develop autistic symptoms between the ages of 18 to 30 months. Common
symptoms include poor eye contact, high pitch tones, tippy toes, and delayed movement
skills or slow reflex movements.
While there is no cure for autism spectrum disorder, many children's lives can be
greatly improved by early intervention. Despite the fact that young people are frequently
encouraged to engage in leisure activities such as play, sports, hobbies, and social
activities, children with ASD are more likely to engage in passive play and maladaptive
behaviors, and they are less likely to participate in organized leisure activities such as
sports on their own.

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Parents and guardians must spend a lot of resources to meet the demands of their
children’s situation, but striking a balance between the children's needs and those of their
family or guardians is a difficult effort. Therapies can be extremely expensive and are often
neglected, especially in our country, Philippines, where there is no present data about
autism cases. In 2020, the pandemic came into the Philippines and children with ASD and
their families started to suffer as they cannot receive the proper attention that they need
to lessen the symptoms of ASD and enhance their life as they are getting older. Their
families also face financial difficulty and cannot afford to often seek therapy.
As a result, some readily available devices for autism were made including record
buttons and tablet-like toys that have limited words to learn which are temporal solutions
to ASD. As time passes, more devices are made and innovated. But the real question now
is its efficiency, whether it could help save money or just a waste of it. If it could enhance
cognitive and communication skills of the children with ASD, which is the essential
development for them, the same with neurotypical children.
The researchers chose the most common treatment for individuals with ASD which
is developmental, which focuses on speech and language therapy. Since therapy is costly
for most Filipinos, the researchers aspire to develop a device that would help improve a
child's (with ASD) sensory and physical skills, which aims to serve as an alternative
treatment to children diagnosed with ASD even in their homes and with a tight budget.
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Theoretical Framework
Figure 1.1 Theoretical Framework for Social Motivation Theory
● Social Motivation Theory of Autism
According to the social motivation theory of autism, autistic children are
inherently less interested in social interaction. As a result, socio-cognitive
development is restricted, which may be defined as anything that has to do with
our comprehension of other people and their activities. For example, children
diagnosed with autism often lack the ability to recognize that others think and feel
differently than you do, imitative skills, communication skills, play skills, and
empathy.
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Apart from these deficiencies, which, predictably, make day-to-day life
exceedingly difficult, people with autism are not driven to behave by the
acceptance of others. This isn't to say that autistic people act badly to get attention;
in fact, this is quite uncommon. Instead, it implies that many persons on the
spectrum are unaware of or uninterested about the expectations of others. Lack of
social drive is especially important for very young children, who learn a lot through
imitation and imitative play in their first few years of life. As children grow into
teenagers and adults, it can be disabling (Chevallier, 2012).
Early-onset impairments in social attention set in motion developmental
processes that eventually deprive the child of adequate social learning
experiences, and the resulting imbalance in attending to social and non-social
stimuli further disrupts social skill and social cognition development, according to
social motivation models of ASD. Recent data shows that social orienting, social
seeking and liking, and social maintaining are all disturbed in ASD.Social
motivation has emerged as a promising research domain at the intersection of
social psychology, behavioral economics, social neuroscience and evolutionary
biology. They are less likely to make spontaneous greetings and farewell gestures,
or to appropriately employ methods such as hiding affect, strategically presenting
themselves to persuade a specific audience, or expressing social laughter and
social emotions like embarrassment or coyness.
Infrequent orienting to one's own name, reduced eye-contact, and social
aloofness are all core diagnostic criteria for ASD, as well as accounts of the first
year of life is what’s explained in social orienting. These disparities in social
attention are one of the first signs of ASD, and a toddler's preference for non-social
patterns has recently been discovered as a reliable predictor of ASD. Children with
ASD look more at the background than the characters while watching static social
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photographs (e.g., friends chatting), and adolescents and young adults freely
viewing movie clips fixate less on people, faces, and eyes than on other regions of
interest, according to eye-tracking experiments. Similarly, children with ASD do not
show a preference for socially salient sounds over non-social control noise in the
auditory modality, and they have attention problems for speech but not for non-
speaking noises. In a more recent study, the presence of the experimenter had no
effect on how children with ASD judged the quality of the experimenter's artwork,
and this flattery score was inversely connected with levels of social anhedonia
(Chevallier, 2012).
● The Psychology of Color
Sir Isaac Newton, an English scientist, discovered in 1666 that pure white
light splits into all of the visible hues as it passes through a prism. Newton also
discovered that each color is made up of a single wavelength that cannot be
divided into other colors. Experiments showed that light could be blended to create
other colors. When red and yellow light are combined, the result is orange. When
certain colors, such as green and magenta, are blended, they cancel each other
out, resulting in white light.
Given the prominence of color, color psychology would seem to be a well-
developed field. Additionally, little theoretical or empirical research on color's
impact on psychological functioning has been done to yet, and the research that
has been done has primarily been motivated by practical considerations rather
than scientific rigor. Despite the shortage of study in this field, color psychology
has become a major subject in marketing, art, and design, among other fields.
Although much of the data in this developing field is anecdotal at best, academics
and specialists have produced a few key discoveries and observations on color
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psychology and its impact on moods, feelings, and behaviors (Elliot and Maier,
2012).
Sights, noises, sunlight, barometric pressure fluctuations, scents, touch,
and colors can all have a significant impact on people with autism. Color & Autism:
Seeing Color through Autistic Children's Eyes, by Denise Turner, a designer,
stated that 85 percent of autistic children viewed colors with significantly higher
intensity. It's also been suggested that autistic people have a considerable
increase in color distinction, which would explain how slight changes in color hues
affect them. Color is very significant in the design of a child's immediate
environment when they have autism spectrum disorder (Turner, 2014).
Although warm colors like orange, yellow, and red may appear normally to
a typically developing (TD) child, red may cause tantrums and even pain in specific
parts of the body, while white may appear depressing, excessively bright, and tiring
to the eyes of a child on this spectrum; and if you are aware of the implications of
colors, you will be able to rearrange the living space in which your child spends the
majority of his time. Using pale and pastel colors, blue and green tones, and
avoiding warm primary colors like red and yellow, except in little accessories to the
extent possible, might provide beneficial outcomes.
According to scientific studies about usage of colors in children with
attention deficiency hyperactivity, results show that they have a functional and
anatomical defect in their retinas, causing problems with yellow, blue, red, and
green wavelengths. As a result, if your child is introverted, you can use colors like
yellow, orange, and purple to boost his or her energy levels, attention, and
learning. If your child's activity level is already high, consider using calming hues
like blue and green instead of stimulating ones, similar to how hyperactive children
are handled. Because children with hyperactivity and learning disabilities have
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chemical imbalances in their brains, it is critical to identify the colors that will cause
the desired reaction in them.
In terms of color usage in children with learning difficulties, results in some
might lead to aggressive behavior and impulse problems, while in others, they can
lead to calmer and more introverted behavior. With hyperactive and high-anxiety
children, using natural colors could help them relax. Since red is a high-energy
hue, it might raise a hyperactive child's blood pressure and pulse rate, making him
more active and agitated. Additionally, cool colors like blue and green are relaxing
and soothing. For children on this spectrum, darker colors with white and gray
undertones are soothing (Cherry, 2020).
● Training by Repetition
Individuals with autism spectrum disorder (ASD) may learn a new behavior
or skill in a specific setting, but they struggle to transfer that ability or information
to a new situation. Children with autism, for example, can be taught what a dog is
by showing them a picture of one and repeatedly repeating the word "dog."
However, when they are taught what a cat is or simply shown another type of dog,
their past knowledge is not transferred, and they must learn this information from
the beginning.
According to a new study published in Nature Neuroscience, encouraging
people with ASD to learn new information by repeating it actually hinders their
capacity to apply that knowledge in new situations. This discovery, made by an
international research team, calls into question current educational techniques for
people with ASD that emphasize repetition and drills. When learning activities are
done over and over again, people with ASD develop hyper-specificity of learning,
in which their learning becomes fixed and inflexible.

8
This hyper-specificity in learning with repetition in individuals with ASD was
removed in follow-up tests when repetition in learning was lessened. The
conclusion is that interruptions in repetition allow the visual system to rest, allowing
autistic people to learn more efficiently and generalize their knowledge.
Additionally, repeated stimulation causes sensory adaptation, which obstructs
learning and limits learning to the adapted circumstances. Learning is more
effective and universal when it is not subjected to adaptation (Heeger, 2015).
Few comprehensive examinations into the underlying mechanisms by
which ASD persons acquire knowledge — and into the possible causes of their
restricted, atypical learning — have been conducted. Moreover, Nancy Minshew,
professor of psychiatry and neurology at the University of Pittsburgh stated that
individuals with autism should be educated in methods that encourage or support
generalization rather than reinforce hyper-specificity (Behrmann, 2015).
Repetitive trials of visual stimuli are a common learning intervention for
persons with reduced cognitive ability, according to this new study. This is crucial
information for educators and therapists in order to adapt their teaching methods
to incorporate new stimuli and approaches. Even if it causes some early tension
or anxiety in the child, a new study reveals that providing a wide variety of
experiences, tastes, and learning tools to your children with ASD can benefit them
in the long term.
● Executive Functioning for Multitasking
According to a summary of a study conducted at the University of
Strathclyde in 2011, young autistic people struggle to multitask due to their
inflexibility. Autism’s effect on Executive Functioning can be further comprehended
by understanding how autism changes the way a person thinks. Because of how
autism impacts a person's relationships with the world around them, people with
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autism frequently lose attention or motivation when the steps they must take are
not intuitively interesting to them. This makes it challenging for a person
experiencing these conditions to perform effectively at school or at work, as these
contexts require a high level of executive functioning to perform and succeed.
While a person without autism may recognize that some aspects of the process
are more engaging than others, an autistic person may become utterly detached
from it.
Executive functioning is what allows people to set goals, make a plan to
achieve them, and then follow through on that plan. Most individuals with autism
can see the step-by-step aspects of a process (and are even brilliant at it), but they
can't perceive the big picture.
Executive functioning, like a conductor guaranteeing harmony between all
parts of an orchestra, assists people in switching from one activity to the next, from
one part of the process to the next. A person without autism can develop the mental
skills to do this, but someone with autism will not. Working memory, or the ability
to hold and work with multiple bits of information at the same time, is an important
aspect of executive functioning. Furthermore, executive functioning aids children's
(and people's) conceptualization of the big picture (Elemy, 2021).

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Conceptual Framework
Figure 1.2 Conceptual Framework
The input in the figure above consists of the knowledge that is required to start the
prototype of the research. It also includes the materials that are to be used in the process.
The knowledge listed in the input would be used in the process where designing the model,
schematic and dimension, is included. Testing and evaluation of the device is necessary
in the process to assess and guarantee a successful functioning device. As a result, the
wearable communication-enabling and cognitive device will be ready to be used by the
children with ASD.

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Statement of the Problem
This study will focus on the introduction of wearable communication-enabling and
cognitive devices which will help in understanding autism behavior ASD level 1 children.
Specifically, it will attempt to know:
1. In terms of audio clarity/quality, how should the device be designed in accordance
with children with ASD level 1?
2. What are the advantages of adopting a wearable communication and cognitive
device over other autistic technologies like the ablenet quicktalker, ablenet
BIGmack communicator, and a smartphone app for children with ASD?
3. How far will communication from both the parent and child utilizing the device be
transmitted before it loses connectivity? And, what factors would restrain the
connectivity of these devices?
Significance of the Study
The research about Understanding Autism Behavior Using Wearable Communication-
Enabling and Cognitive Device would benefit the following group of people:
● Children with ASD
The usage of the device might help children with ASD to communicate with other people.
Through clicking the desired recorded audio button, the device will deliver the message to
the guardian and convey their needs so that they don’t get frustrated on how they will try
to be understood. By constantly using the device, children with ASD will frequently hear
the recorded audio in it and eventually learn and casually say the phrases from the device
and improve their behavior, speech and language.

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● Family and Relatives
The family and relatives of children with ASD will be able to communicate and understand
the needs of their children by using the device. It can help them monitor their children
when they are not around but only in a specific range. The result may depend on the
attention and assistance the family or relatives can provide in teaching the children with
ASD. In cases when the person looking after the child needs to do something else, like
house chores, he may still communicate with the child using the device. This way, the
person would be able to be productive in other tasks than just looking after the child with
ASD.
● Healthcare Professionals
This research intends for further studies of healthcare professionals in determining a
device that will be used as an alternative way of therapy for children with ASD level 1. It
aims to know if the device would be effective and efficient in enabling children with ASD
level 1 to communicate and improve cognition. Further studies may help understand the
children’s (with ASD level 1) behavior in using the device that may convey the emotions
they have at that moment and if it could help them adapt a few words and phrases while
using their fine motor skills. It would also support some of the different theories about ASD
level 1 relating to their prefered colors, their abilities and other skills.
● General public
As ASD causes the people diagnosed with it unable to develop their communicative,
intellectual and behavioral skills, the device will be helpful because it will let other people
easily understand the behavior and needs of people with ASD level 1. With the record/play
button present on the device, other people will know about the child’s condition after
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hearing information that is recorded from the device. Additionally, it can be used to raise
awareness and compassion to other people about ASD.
Neighbors, playmates, classmates and teachers are included in this group. These
are the people who may not have enough knowledge or may not be aware of the child’s
(with ASD) condition. By frequently and appropriately using the device, considering its
effectiveness, children diagnosed with ASD level 1 would eventually be able to
communicate with them even with few and limited words.
● Future Researchers
Researchers who desire to improve and add innovations to the prototype will benefit from
this study to avoid repeating mistakes and having to save time from researching deeper.
Similarly, the researchers who aspire to develop a device could use this as a source of
information in methods of making a project that would lessen their costing in choosing the
right material, its amount during construction and the time allocated to its systematic
production. This would improve the product’s quality and effectiveness while reducing
financial and time consumption.
Scope and Limitations
This study is only limited to children with age ranging from 3-8 years old who were
diagnosed with ASD Level 1. Children with comorbid diseases other than ASD or ASD
symptoms are excluded since the study only works as communication-enabling and other
diseases might bring other needs, which is not accorded to the function of the device.
The prototype that will be used in this study only uses transceiver technology to
connect the two devices, which only works in a limited range of connectivity. The
researchers do not use other materials or accessories in operating the device. The testing
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of the device would be limited to the range and the factors that may restrain its connectivity
to deliver quality and clear audio. Longevity of the device’s usage is not included.
The study only focuses on helping the family of the children with ASD to provide
attention and assistance, and also help the children with ASD by improving their
communicating skill and understanding their need by using the device. It will not cure or
treat the disorder but the usage of the device aims to enhance their communication and
cognition towards other people.
Definition of Terms
● Alteration - An adjustment, change or modification
● ASD (Autism Spectrum Disorder) - a complex developmental condition involving
persistent challenges with social communication, restricted interests, and
repetitive behavior
● Chemical Imbalances - happen when the brain has either too many or too few
neurotransmitters
● Cognition - the mental action or process of acquiring knowledge and
understanding through thought, experience, and the senses
● Deficiency - the quality or state of being defective or of lacking some necessary
quality or element
● Detrimental - tend to cause harm
● Deviate - to change from the usual way, or to go in a different direction
● Disparities - a condition of being unequal or a noticeable difference
● Gestures - movements of the hand, arms, or other body part that is intended to
indicate or emphasize something, often when speaking
● Hyperactivity - refers to constant activity, being easily distracted, impulsiveness,

15
inability to concentrate, aggressiveness, and similar behaviors
● Hyper-specificity - a behavioral situation in which a learned association between
two stimuli fails to generalize when the stimuli are presented in a novel
combination. Although hyperspecificity is a common occurrence, it has been
observed particularly in such disorders as amnesia and autism.
● Imbalance - the state of being out of equilibrium or out of proportion
● Impairment - deterioration in the functioning of a body part, organ, or system that
can be temporary or permanent and can result from injury or disease
● Impulse - a sudden strong and unreflective urge or desire to act
● Motivation - The process of initiating, guiding, and maintaining goal-oriented
behaviors is known as motivation. The biological, emotional, social, and cognitive
elements that activate behavior
● Neurotypical - a descriptor that refers to someone who has the brain functions,
behaviors, and processing considered standard or typical
● Peer - a person of the same age, the same social position, or having the same
abilities as other people in a group
● Tantrum - it is a violent demonstration of rage or frustration or a sudden burst of
ill temper
● TD (Typical Development) - These abilities are acquired in a systematic and age-
appropriate manner by children. 'Normal' is the term used to describe this pattern
of skill growth.
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Chapter 2
REVIEW OF RELATED LITERATURE
This chapter discusses the relevant literature and studies that the researchers
used to justify the importance of the current study. It also includes a synthesis of the
themes in order to completely comprehend the research and gain a deeper understanding
of the study.
The Brain and Cognition
Each person is one-of-a-kind, we differ from how we were raised, how we interact,
communicate, and even on how we function biologically and cognitively.
The brain is a complex organ that controls thought, memory, emotion, touch, motor
skills, vision, breathing, temperature, hunger and every process that regulates our body
(“Brain Anatomy and How the Brain Works”, 2022). Thus, our behavior was affected by
our brain.
Cognition on the other hand, is defined as ‘the mental action or process of
acquiring knowledge and understanding through thought, experience, and the senses.’
Furthermore, cognition is defined as the mental processes linked to the input and storage
of data, as well as how that data is then used to influence your actions. In essence, it is
the ability to observe and react, to process and understand, to retain and retrieve
information, to make judgments, and to respond appropriately (“What is cognition?”,
2015).
The modern word ‘cognition’ actually has its roots back to Latin, the word
‘cognoscere’ which is to ‘get to know’. With that in mind, cognitive functioning is therefore
critical for day-to-day life, governing our thoughts and actions. We need cognition to help
us understand information about the world around us and interact safely with our
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environment, as the sensory information we receive is vast and complicated: cognition is
needed to distill all this information down to its essentials (“What is cognition?”, 2015).
Thus, cognition is very vital for a child's development because it is the core of
learning and processing information around us in order for us to behave properly and think
rationally.
According to Baumer and Frueh (2021), neurodiversity describes the idea that
people experience and interact with the world around them in many different ways. For
neurodiversity, there are two types of brain functioning: neurotypical, which refers to
people who have normal brain functions, behaviors, and processing abilities, and
neuroatypical, which refers to those who have atypical developmental, intellectual, and
cognitive abilities. To put it another way, neuroatypical are used to classify people who
have neurodevelopmental disabilities such as autism.
Autism Spectrum Disorder
As stated in National Institute of Mental Health (NIMH, 2009), autism spectrum
disorder (ASD) is a neurodevelopmental disorder that affects a person's perception of and
socialization with others, creating difficulties in social interaction and communication.
Limited and repetitive patterns of conduct are also part of the disorder. In autism spectrum
disorder, the term "spectrum" refers to the vast range of symptoms and severity. It is also
described that ASD is a collection of neurodevelopmental diseases in which people
struggle with social interaction and age-appropriate play, as well as failing to form suitable
peer relationships at their developmental level.
ASD Level 1 is the mildest, or the most "high-functioning," form of autism.
However, children with ASD Level 1 still have a hard time communicating appropriately
with others (Rudy, 2021). According to Mesibov, Shea, and Adams (2002),
autism/Asperger Syndrome (AS) was first identified in the professional literature by Leo
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Kanner and Hans Asperger in 1943 and 1944. The terms Asperger Syndrome and high
functioning autism have their origins in 1943 and 1944, when the seminal papers by Leo
Kanner and Hans Asperger were published.
Additionally, Asperger's syndrome is a childhood disintegrative disease, and an
unidentified form of pervasive developmental disability which are all included in the autism
spectrum disorder. Asperger's syndrome is within ASD Level 1 and is technically no longer
a diagnosis on its own. It is now part of a broader category called autism spectrum
disorder, however, the term is still used when talking about the condition ASD (“What is
Asperger’s Syndrome?”, 2021).
ASD begins in infancy and progresses into adulthood, causing social, educational,
and work-related difficulties. Within the first year of life, many children show signs of
autism. In the first year, a tiny percentage of children appear to develop normally, but
subsequently develop autistic symptoms between the ages of 18 and 24 months. While
there is no cure for autism spectrum disorder, many children's lives can be greatly
improved by early intervention. Despite the fact that young people are frequently
encouraged to engage in leisure activities such as play, sports, hobbies, and social
activities, children with ASD are more likely to engage in passive play and maladaptive
behaviors, and they are less likely to participate in organized leisure activities such as
sports on their own (NIMH, 2022).
To meet diagnostic criteria for ASD according to DSM-5 of the American
Psychiatric Association Association (2013), a child must have persistent deficits in each
of three areas of social communication and interaction plus at least two of four types of
restricted, repetitive behaviors.
First criteria leads to the persistent deficits in social communication and social
interaction across multiple contexts, as manifested by the following, currently or by history.

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The deficits in social-emotional reciprocity, ranging, for example, from abnormal social
approach and failure of normal back-and-forth conversation; to reduced sharing of
interests, emotions, or affect; to failure to initiate or respond to social interactions.
Furthermore, the deficits in nonverbal communicative behaviors used for social
interaction, ranging, for example, from poorly integrated verbal and nonverbal
communication; to abnormalities in eye contact and body language or deficits in
understanding and use of gestures; to a total lack of facial expressions and nonverbal
communication. Finally, the deficits in developing, maintaining, and understanding
relationships, ranging, for example, from difficulties adjusting behavior to suit various
social contexts; to difficulties in sharing imaginative play or in making friends; to absence
of interest in peers. Take note, severity is also considered and was based on social
communication impairments and restricted, repetitive patterns of behavior. (“Diagnostic
Criteria for 299.00 Autism Spectrum Disorder”, 2022).
Second is the restricted, repetitive patterns of behavior, interests, or activities, as
manifested by at least two of the following, currently or by history. Stereotyped or repetitive
motor movements, use of objects, or speech, examples of this are simple motor
stereotypes, lining up toys or flipping objects, echolalia, and idiosyncratic phrases.
Insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal
or nonverbal behavior, examples of this are extreme distress at small changes, difficulties
with transitions, rigid thinking patterns, greeting rituals, needing to take the same route or
eat the same food every day are also noticeable. Besides, symptoms must be present in
the early developmental period, however, it may not become fully manifest until social
demands exceed limited capacities, or may be masked by learned strategies in later life.
(“Diagnostic Criteria for 299.00 Autism Spectrum Disorder”, 2022).

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In consideration, individuals with a well-established DSM-IV diagnosis of autistic
disorder, Asperger’s disorder, or pervasive developmental disorder not otherwise
specified should be given the diagnosis of autism spectrum disorder. Individuals who have
marked deficits in social communication, but whose symptoms do not otherwise meet
criteria for autism spectrum disorder, should be evaluated for social (pragmatic)
communication disorder (“Diagnostic Criteria for 299.00 Autism Spectrum Disorder”,
2022).
Challenges of Children Diagnosed with ASD
Misunderstanding and miscommunication often creates a problem and stresses
out both its sender and receiver. In fact, miscommunication is primarily a divergence in
the thoughts of both parties that leads them to form different opinions and conclusions,
thereby leading to conflict (Bhasin, 2021).
Misunderstanding often happens in our workplace, school and even in the comfort
of our home, and it may be damaging to be misunderstood. Understanding someone
else’s behavior could be pretty challenging, especially, if the other person's behavior was
very different from our usual norm.
With the current pandemic situation here in the Philippines, stories of different
parents with ASD kids are left with little choice but to devise their own methods for relieving
their children's suffering. Families are facing rising financial difficulties and health hazards
in addition to the disturbance of their children's routines. Convincingly, children with autism
are basically high maintenance, they often have troubles especially in communicating
their basic needs, leading to meltdowns and tantrums due to lack of understanding.
According to Elemia (2020), a journalist from rappler.com, an example of this was
the life of Marianne Navarra's 4-year-old kid who was diagnosed with ASD in March 2019
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in Davao City. He's going through occupational and speech therapy. According to his
therapist, he has also been exhibiting symptoms of Oppositional Defiant Disorder (ODD).
Marianna and her husband sought to confirm this with a neuropediatrician, but due
to physical social distancing and schedule conflicts, they were unable to do so.Their child's
behavioral troubles have deteriorated, because their son inadvertently injures his elder
sister and infant sibling (Elemia, 2020).
“Actually, our difficulty is how to make it daily. Before the quarantine, we go out
biking or to exercise to fulfill the stimulus needed by his body. But now, it’s mostly
hyperactivity and meltdowns” (Navarra, 2020).
They are also concerned that their child's development will be slowed even more.
Their nonverbal kid was going to get an assessment to see if he could be enrolled in school
next year. They also planned to enroll him in summer classes to help him emotionally,
physically, and socially prepare for his future. However, because of the pandemic, all of
these plans were put on hold (Elemia, 2020).
“It is a bit frustrating because we don’t know what will happen to him next school
year. Children like him have issues adapting. They have rigidity in adapting to new people,
new places. This means he will be further delayed. We wanted to enroll him so he could
be socialized at a young age but we could not do it now” (Navarra, 2020).
Moreover, the socio-economic status of a family contributes to this problem.
Another example was the life of Kissy Gabor, interviewed by the same journalist. Mrs.
Gabor is a single mother of two children from Butuan City. In February 2020, her 5-year-
old son was diagnosed with ASD. She claimed she couldn't afford to send her child to
therapy even back then, therefore, could not meet it’s child's basic needs (Elemia, 2020).
She spoke with Rappler through video call about her son's troubles, including a
lack of outlets, interrupted habits, and worsening behavioral issues. Following the
discovery of the first case, the Caraga region was placed under heightened community
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quarantine on Monday. Gabor worked as a call center agent in Davao City until August
2019, when she was forced to leave due to her aged mother's inability to care for her kid
(Elemia, 2020).
She returned to her hometown and began selling prepared foods in front of a
nearby school. Aside from that, now that schools are closed, she has no reliable source
of income. She attempted to post culinary items she cooked on her social media account
in the hopes that her neighbors and online friends would notice and purchase them. She
had already applied for the P5,000 monthly cash assistance from the Caraga Department
of Social Welfare and Development, but had been denied. She was then told to coordinate
with her barangay, but she was unable to do so (Elemia, 2020).
"In Caraga, the DSWD is ineffective. I'm not sure why the government here claims
that because we live in a cemented house, we are not eligible for the mitigation program.
We are simply guests in someone else's home. Why aren't we a part of this? It's
exclusively for the poorest of the poor, they added. What exactly are we?” (Gabor, 2020).
She admits to feeling gloomy and unhappy since she was stuck in a seemingly
insurmountable obstacle due to her son’s neurodevelopmental condition and current
pandemic situation (Elemia, 2020).
“Right now I’m very, very helpless. Before the quarantine, I always got depressed
from time to time. All the more now that I have no source of income. I have no idea how
we will survive every single day” (Gabor, 2020).
ASDs cover a wide range of symptoms. People with ASD, in other words, are a
diverse bunch. On a vast scale, the range of functioning and talents can fall at any point.
Observable deficiencies in social-communication skills, as well as the existence of
restricting, repetitive, and stereotypical interests and/or behaviors, are the essential
features that qualify someone for an ASD diagnosis. Each of these areas, as well as other
cognitive and skill areas that are common among people with ASD focus on the subset of
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people with ASD who might benefit the most from augmentative and alternative
communication (AAC) (Ganz, 2014).
Therefore, parents and guardians spend a lot of resources or money to meet the
requirements of their children, but striking a balance between the children's needs and
those of their family or guardians is a difficult effort.
Autism Society of the Philippines and Disability Laws
ASD is a condition that is not well-kno5mmwn in the Philippines. People who suffer
from neurodevelopmental conditions are frequently bullied, ridiculed, and misunderstood.
Currently, we have disability legislation in place that allows us to limit or even prevent
these occurrences.
The disability laws include, Anti-Bullying Act, or the Republic Act Number 10627,
dated 05 June 2013. Which states that “Bullying shall refer to any severe or repeated use
by one or more students of a written, verbal or electronic expression, or a physical act or
gesture, or any combination thereof, directed at another student that has the effect of
actually causing or placing the latter in reasonable fear of physical or emotional harm or
damage to his property; creating a hostile environment at school for the other student;
infringing on the rights of the other student at school; or materially and substantially
disrupting the education process or the orderly operation of a school.” (“RA 10627: The
Anti Bullying Act”, 2015). This law allows children to be protected, particularly in schools
where bullying is prevalent.
As for employment opportunities, we have the Equal Opportunity Employment, or
the Republic Act Number 10524, dated 23 July 2012. “At least one percent of all positions
in all government agencies, offices or corporations shall be reserved for persons with
disability: Provided, That private corporations with more than one hundred (100)
employees are encouraged to reserve at least one percent (1%) of all positions for persons
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with disability.” Under RA 10524, Persons with Disability (PWDs) refer to individuals who
suffer long-term physical, mental, intellectual or sensory impairments which, upon
interaction with various barriers, may hinder their full and effective participation in society
on an equal basis with others (“Employment of PWDs”, 2017).
Furthermore, the National Council on Disability Affairs (NCDA, 2012) also includes
the Republic Act Number 10336, dated 23 July 2012 or Accessible Polling Places
Exclusively for Persons with Disabilities and Senior Citizens. “The State shall ensure that
persons with disabilities and senior citizens are able to exercise their right to political
participation without discrimination or restrictions. Towards this end, the State shall design
systems and procedures that will enable persons with disabilities and senior citizens to
register and vote by themselves."
In addition, services for people with disability also include Implementation of
Programs and Services for Persons with Disabilities in every province, city, and
municipality or the Republic Act Number 10070, dated 27 July 2009. “PDAO shall be
created in every province, city and municipality. The local chief executive shall appoint a
PWD affairs officer who shall manage and oversee the operations of the office, pursuant
to its mandate under this Act.”(NCDA, 2012).
Lastly, the Republic Act Number 7277 that was dated on 24 March 1992 or the
Magna Carta for Persons with Disabilities which provides for the rehabilitation, self-
development and self-reliance of disabled persons and their integration into the
mainstream of society and for other purposes (“Republic Act Number 7277”, 1992).
The Autism Society Philippines (ASP) is a national, non-profit organization working
towards an environment that empowers persons on the autism spectrum disorder to
become the best of their potential; self-reliant, independent, productive and socially-
accepted members of an Autism-OK Philippines. ASP works to create institutional support
for people on the autism spectrum and their families. The group, which has 13,000
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members dispersed across 100 chapters and was founded in 1989, has been in the
forefront of providing services to families and individuals impacted by autism. In 2013,
ASP received the prestigious Gawad Apolinario Mabini award, which is given to
organizations and individuals who have made significant contributions to the disability
community.ASP served as the Chair of the ASEAN Autism Network from 2016-2017
(“Autism Society of the Philippines”, 2014).
Organizations such as the Autism Society of the Philippines works tirelessly
towards the protection of the rights of and the enrichment of the benefits available to
persons with autism and their families. The following are the laws and implementing
guidelines in effect in the Philippines, which champion the cause of persons with autism,
and other disabilities (“Autism Society of the Philippines”, 2014).
Walkie-Talkie
In order for us to function in this world, communication is very important.
Communication involves both sender and its receiver and transmit information from one
to another. On some occasions the use of a communication device was very important
especially if we are separated by distance.
A communication device is a hardware device capable of transmitting an analog
or digital signal over the telephone, other communication wire, or wirelessly
(“Communication device”, 2019).
A walkie-talkie is a small portable radio which you can talk into and hear messages
through so that you can communicate with someone far away (“Walkie-talkie”, 2022). As
a child, playing with walkie talkie would be pretty fun and engaging. For younger children,
walkie talkies are an excellent communication tool. Walkie talkies, often known as two-
way radios, are devices that can communicate with each other utilizing a specific radio
frequency. They can provide your children a sense of independence and security by
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allowing them to communicate with you from anywhere in the house or from a neighbor's
house (Sher, 2021).
Walkie-talkies help with faster response time. It is cost-effective communication
solution for investing in a walkie-talkie is a long-term and feasible solution for improving
the profitability of your healthcare business. Two-way radios run on a radio frequency
network (“Main Advantages of Walkie Talkie for the Healthcare Industry”, 2022) .
One of the most significant advantages of walkie-talkies for healthcare is that it
helps build up enhanced connectivity across the different levels and departments of the
hospital. Management, doctors, nurses, security, and paramedical staff are all on one
seamless network making communication easier (“Main Advantages of Walkie Talkie for
the Healthcare Industry”, 2022).
In a healthcare unit, especially during a serious health crisis like the coronavirus
outbreak, fast responses are paramount. A slight delay or lag of response time may result
in the death of a patient. As a result of better connectivity, the response time of each health
unit will improve significantly. Walkie-talkies help with faster response time (“Main
Advantages of Walkie Talkie for the Healthcare Industry”, 2022).
Walkie-talkies are a cost-effective communication solution. Without hardly any
recurring cost, investing in a walkie-talkie is a long-term and feasible solution for improving
the profitability of your healthcare business (“Main Advantages of Walkie Talkie for the
Healthcare Industry”, 2022).
There can be nothing more frustrating than having to charge your mobile while you
are on duty in a hospital. A walkie-talkie has a long battery life and will work for long hours
with a single charge (“Main Advantages of Walkie Talkie for the Healthcare Industry”,
2022).
Most hospital staff are always on the move and may need to use the walkie-talkie
while in an emergency or during some medical procedure. Chances of accidental slippage

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or falls are extremely high in such scenarios. While mobile phone screens are made of
delicate glass and may break easily, a walkie-talkie is sturdy, robust and durable (“Main
Advantages of Walkie Talkie for the Healthcare Industry”, 2022).
Two-way radios are an important value-addition for healthcare professionals. They
help save time and energy along with improving overall efficiency and profitability of the
business (“Main Advantages of Walkie Talkie for the Healthcare Industry”, 2022).
Decibel
Similar to how height is measured in feet or inches, sound is measured in decibels (dB).
A-weighted decibels (dBA) can be used to describe sound based on what human ears can
really hear because people can't hear all frequencies or pitches of sound. Sounds at or
below 70 dBA are generally considered safe. Any sound at or above 85 dBA is more likely
to damage your hearing over time. (“Too Loud, Too Long”, 2022).
Radio Wave Propagation
Signal propagation can also be referred to as radio wave propagation because
radio waves are used in several applications, including wireless computer networks,
communications satellites, radio navigation, amateur radio communications, and
worldwide shortwave broadcasters. Radio propagation is the movement or propagation of
radiofrequency waves as they are sent from a transmitter to a receiver. (“The Factors
Affecting Ground Wave Propagation”, 2022)
Free ground wave propagation, space propagation, and skywave propagation are
the three categories into which radio propagation is divided. Ground waves are effective
for frequencies between 50 kHz and 250 kHz and travel over the surface of the earth. The
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transmission of signals between the earth's surface and the ionosphere frequently uses
ground wave propagation. We shall examine radio wave propagation in this article,
concentrating on ground wave propagation. (“The Factors Affecting Ground Wave
Propagation”, 2022)
Transceiver
A transceiver is a transmitter and receiver packaged together. Although the phrase
is often used to refer to wireless communications equipment, it can also refer to cable or
optical fiber system transmitter/receiver devices. This electronic device's primary
capabilities are to transmit and receive various signals (“Transceiver”, 2022).
Picture Exchange Communication (PECS) System
According to the National Autism Resources (NAR, 2022), PECS (Picture
Exchange Communication System) is a picture-based communication system that allows
persons with limited or no communication skills to communicate through pictures. PECS
users are trained to approach another person and give them an image of anything they
want in exchange for it. As a result, the individual is able to initiate dialogue. PECS can be
used by a child or adult with autism to convey a request, a thought, or anything else that
can be displayed or symbolized on a picture card. PECS can be used in the classroom or
at home.
Lori Frost, MS, CCC/SLP, and Dr. Andrew Bondy created PECS in 1984. The
Delaware Autistic Program was the first to employ it. The purpose of (PECS) is to educate
autistic youngsters with a quick, self-starting, functional communication system. PECS
starts with simple icon exchanges but quickly develops a "sentence" structure (NAR,
2022).
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Many people used to be against using PECS and sign language to teach children
with autism how to communicate. These practices, they claimed, would impede the
development of spoken language. PECS, on the other hand, has been proven in multiple
studies to aid in the development of spoken language (NAR, 2022).
PECS has also been demonstrated in studies to reduce tantrums and unusual
behaviors. A person may cry because they are thirsty, for example. A parent or teacher,
on the other hand, may not comprehend why they are sobbing, and thus their needs will
go unmet. Individuals that have access to communication photos, on the other hand, can
immediately communicate their needs (NAR, 2022).
The first phase of PECS is "how to communicate," in which the autistic youngster
learns to exchange single pictures for goods or activities that they truly desire. Second,
"distance and perseverance"; the child with autism learns to generalize this new talent by
utilizing it in multiple places, with different individuals, and across distances while still
employing single photos. They are also taught how to communicate more persistently.
Third, "picture discrimination," in which an autistic youngster learns to choose from two or
more photographs to request their favorite items. These are kept in a communication book,
which is a ring binder with Velcro strips where photos may be quickly removed for
communication. Fourth, "sentence structure"; utilizing a "I want" picture followed by a
picture of the item being desired, the youngster with autism learns to create simple words
on a removable sentence strip. Fifth, "answering questions"; the autistic youngster learns
to respond to the query "What do you want?" using PECS. Finally, "commenting" is being
taught to children with autism in answer to inquiries such as "What do you see?" , What
do you think you're hearing? and what exactly is it? They learn to construct sentences that
begin with "I see," "I hear," "I feel," "It is a," and so on (NAR, 2022).
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Alternative and Augmentative-Communication (AAC) System
Alternative and Augmentative Communication (AAC) refers to systems and
devices that aid communication for people who find it difficult to speak. Signing, gestures,
written words, symbols, and picture books are examples of AAC approaches that do not
rely on complex computer technology. Symbol charts, huge photographs, and reference
objects are among the products accessible in this category (“Alternative and Augmentative
Communication”, 2021) .
Technology-assisted AAC methods come in a variety of levels of complexity. The
vast majority of them concentrate on generating speech or text for users who find it difficult
or impossible to do it themselves. Some people convert the above-mentioned symbol
systems into computerized ones that speak aloud the symbols picked (“Alternative and
Augmentative Communication”, 2021).
Computerized AAC devices can be operated in a variety of methods, such as by
switch or eye gaze technology, for people who have extra demands that make it difficult
for them to use a keyboard or touchscreen. The latter, on the other hand, relies on the
user's eyes to navigate the screen and control the system. Smaller mobile devices can
also use AAC technology (“Alternative and Augmentative Communication”, 2021).
An AAC device will be used frequently as a communication aid, therefore it must
be carefully chosen and adapted to the user to ensure that it is the perfect one for them.
AAC professionals or a speech and language therapy department may be able to assist
in determining which type of AAC device is most appropriate (“Alternative and
Augmentative Communication”, 2021).
Ablenet Quicktalker
The QuickTalker FeatherTouch 7 is a multi-message communication device that
is very portable, sturdy, and simple to use. The FeatherTouch membrane responds to
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even the lightest touches and tiny fingertips, making communication simple for practically
anyone. QuickTalker FeatherTouch 7 provides a person with a variety of communication
options throughout the day, with 23 unique messages available across five recording
settings (AbleBet, 2022).
These include ableCARE on-demand support, built ableSTRONG to endure drops
and other environmental conditions and made from ableSAFE materials and tested by
third-party safety labs. This device uses recording levels to record messages based on
the environment like the classroom, lunchroom, playground, bus, and at home (AbleBet,
2022).
Features includes better than ever digital sound output suitable for almost any
environment, includes three core messages that are the same on every recording level
and includes four messages that are different on each recording level (AbleBet, 2022).
The QuickTalker FT 7, 12, and 23 are portable speech devices that playback incredibly
clear sound and are simple to use. A message cell may be activated with 70% less force using
the Feather Touch membrane found in the new QuickTalker FT 7, 12, and 23! The QuickTalker
FT 7, 12, and 23 are ideal for use whether reading aloud, participating in class discussions, or
corresponding with family members. (“AbleNet QuickTalker FT 7, 12, and 23”, 2021)
Ablenet BIGmack Communicator
An individual can send a single message up to two minutes long by pressing the
large colored top. Throughout the day, new messages are easily and swiftly recorded to
the BIGmack to enable opportunities to speak in practically any situation. This
communication device comes with ableCARE on-demand assistance, is constructed
ableSTRONG to withstand drops and other environmental conditions, and is
manufactured of ableSAFE materials that have been tested by third-party safety labs
(AbleBet, 2022).
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Common usage of the device includes; requests like "I want" or "I need help",
participate in an activity with "turn the page" or "It's your turn", tell your classmates what
you did over the weekend during a morning meeting and communication to a switch
controlled toy or appliance (AbleBet, 2022).
Its special features includes; better than ever digital sound output suitable for
almost any environment. Moreover, it includes red, yellow, green, and blue colored tops.
Furthermore, it has a clear snap cover to attach picture symbols and provide
communication context to the user. Finally, a soft-touch coating makes the device easier
to hold (AbleBet, 2022).
Mobile Application for Children with ASD
Mobile applications are increasingly consuming the usage of our time. Through
this, we can save portability as we are more comfortable going anywhere with the aid of
our mobile phone and its application. A lot of mobile applications for ASD have been
revolutionizing because each child on the autism spectrum has different needs.
First, the “Proloquo2Go”, this ACC (Augmentative and Alternative Communication)
software can be used as a daily communication tool to help with language development.
Users learn to express themselves through the use of novel features backed by clinical
knowledge and user research because the system is symbol-based. The software is also
totally customizable, allowing you to change everything from the vocabulary to the app's
look (Pingree, 2021).
Second, “i Create…Social Skills Stories”, social skills stories concept is founded
on the need for children to learn how to interact in social circumstances. Stories employ a
combination of visual, audio, and text to describe an event or skill, and present examples
of how the user would interact with others in a proper manner. The idea is to assist users
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in improving critical social skills so that they can use what they've learned to create new
routines. All phases and narratives can be customized, and you can add unique photos
and pages to your stories in any number (Pingree, 2021).
Third, “Speech Blubs 2”, this “speech learning” app for kids is therapist-approved,
allowing children with autism to activate language with fun speech-based activities. While
this app is not strictly designed for children with autism, it is intended for any child that is
a late-talker. Helping children with autism learn first sounds, words, and sentences, it’s no
wonder this app won multiple awards, including Mom’s Choice Award and
techozens.com’s “Best and Trusted Speech Therapy App for Kids”(Pingree, 2021).
Fourth, “Language Therapy for Kids-MITA”, this app has a very high rating, 4.4
star (apple rating) and 4.6 star (android rating). This claims to be the Language Therapy
for Kids – MITA from ImagiRation that has a language therapy application supported by
clinical data. During a 3-year clinical trial of 6,454 children with autism, those who engaged
with MITA increased language scores to levels 120% higher than children with similar
initial baseline evaluations (Pingree, 2021).
Fifth, “Otsimo '' this app offers special education and speech therapy apps
available for Apple and Android devices. Designed around applied behavior analysis
(ABA) and ACC, Otsimo’s mission is to help children reach pivotal developmental
milestones. With over 50 games to choose from, you can personalize your child’s
experience to match their unique needs. Progress reports are available so that parents
can track progress (Pingree, 2021).
Sixth, ABC Autismo, this app leverages the foundations of the TEACCH
methodology. ABC Autism helps children with autism learn through the power of fun
games. This is available in English, Portuguese, and Spanish, this app highlights the
communication strengths and possible weaknesses of those living on the spectrum. The
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ultimate goal of this help is to help individuals of any level develop confidence as they
build critical skills (Pingree, 2021).
Treatments and Assistive Devices for ASD
There are current treatments for autism spectrum disorder (ASD) that seek to
reduce symptoms that interfere with daily functioning and quality of life. Each person that
was diagnosed with ASD was unique, had strengths, challenges and treatment that differs
with one another. Therefore, treatment plans usually involve multiple professionals and
are catered toward the individual (“Treatment and Intervention Services for Autism
Spectrum Disorder”, 2022).
Treatments can be given in education, health, community, or home settings, or a
combination of settings. It is important that providers communicate with each other and
the person with ASD and their family to ensure that treatment goals and progress are
meeting expectations. As individuals with ASD exit high school and grow into adulthood,
additional services can help improve health and daily functioning, and facilitate social and
community engagement. For some, support to continue education, complete job training,
find employment, and secure housing and transportation may be needed (“Treatment and
Intervention Services for Autism Spectrum Disorder”, 2022).
There are many types of treatments available. These treatments generally can be
broken down into the following categories, although some treatments involve more than
one approach, these categories include behavioral, developmental, educational, social-
relational, pharmacological, psychological and complementary and alternative categories
(“Utilizing Mobile Technology for Children with Autism Spectrum Disorder”, 2022).
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Behavioral approaches focus on changing behaviors by understanding what
happens before and after the behavior. These approaches have the most evidence for
treating symptoms of ASD. They have gained widespread acceptance among educators
and healthcare experts, and they are now used in a variety of schools and clinics (“Utilizing
Mobile Technology for Children with Autism Spectrum Disorder”, 2022).
Furthermore, developmental approaches focus on improving specific
developmental skills, such as language skills or physical skills, or a broader range of
interconnected developmental abilities. Developmental approaches are often combined
with behavioral approaches (“Utilizing Mobile Technology for Children with Autism
Speech and language therapy is the most prevalent developmental therapy for
people with ASD. Speech and language therapy aids in the comprehension and use of
speech and language. Some persons with ASD use words to communicate. Others may
use signs, gestures, photographs, or an electronic communication device to communicate
(“Utilizing Mobile Technology for Children with Autism Spectrum Disorder”, 2022).
Occupational Therapy teaches skills that help the person live as independently as
possible. These skills may include dressing, eating, bathing, and relating to people.
Occupational therapy can also include sensory integration therapy to help improve
responses to sensory input that may be restrictive or overwhelming and physical therapy
can help improve physical skills, such as fine movements of the fingers or larger
movements of the trunk and body (“Utilizing Mobile Technology for Children with Autism
Moreover, educational treatments are given in a classroom setting, one type of
educational approach is the Treatment and Education of Autistic and Related

36
Communication-Handicapped Children (TEACCH) approach. TEACCH is based on the
idea that people with autism thrive on consistency and visual learning. This approach
provides teachers with ways to adjust the classroom structure and improve academic and
other outcomes. For example, daily routines can be written or drawn and placed in clear
sight. Boundaries can be set around learning stations. Verbal instructions can be
complemented with visual instructions or physical demonstrations (“Utilizing Mobile
Technology for Children with Autism Spectrum Disorder”, 2022).
In addition, social-relational treatments focus on improving social skills and
building emotional bonds. Some social-relational approaches involve parents or peer
mentors.The Developmental, Individual Differences, Relationship-Based model which is
also called “Floor time” encourages parents and therapists to follow the interests of the
individual to expand opportunities for communication.The Relationship Development
Intervention (RDI) model involves activities that increase motivation, interest, and abilities
to participate in shared social interactions. Social Stories provide simple descriptions of
what to expect in a social situation. Social Skills Groups provide opportunities for people
with ASD to practice social skills in a structured environment (“Utilizing Mobile Technology
for Children with Autism Spectrum Disorder”, 2022).
There are no medications that treat the core symptoms of ASD. Some medications
treat co-occurring symptoms that can help people with ASD function better. High energy
levels, inability to focus, or self-harming behavior, such as head banging or hand biting
could be managed using medication. In addition to medical illnesses including seizures,
sleep problems, and stomach or other gastrointestinal problems, medication can assist
control co-occurring psychological conditions like anxiety or depression. It is important to
work with a doctor who has experience in treating people with ASD when considering the
use of medication. This applies to both prescription medication and over-the-counter

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medication. Individuals, families, and doctors must work together to monitor progress and
reactions to be sure that negative side effects of the medication do not outweigh the
benefits (“Utilizing Mobile Technology for Children with Autism Spectrum Disorder”, 2022).
Nowadays, assistive technologies are becoming more relevant. This technology
aims to help children with communication skills, social-emotional skills, and functional life
skills.
The use of mobile technology for children with autism spectrum disorder provides
a number of advantages, ranging from fundamental difficulties to other functional life skills.
Learning on the go with a tablet, laptop, or other mobile device can assist connect the dots
where traditional learning may fall short. The effectiveness of it should have enough
accessibility features to meet their specific needs (“Utilizing Mobile Technology for
Children with Autism Spectrum Disorder”, 2022).
Recently a study about assistive communication devices was conducted for
children with autism. This study was entitled “Tap-to-Talk: Filipino Mobile Based Learning
Augmentative and Alternative Through Picture Exchange Communication Intervention for
Children with Autism.” The purpose of this paper is to design and develop a Filipino-based
Mobile Learning Augmentative and Alternative Communication System (PECS)
Intervention that will include the Tagalog language and Filipino culture in addition to the
English language, using the Text-to-Speech feature to provide Filipino children with
Autism with an assistive tool that will allow them to have access to a mobile application
that includes Filipino language and culture in using it. This study will also be one of the
children with Autism's augmentative devices (Samonte et al.,2020).
Another study by Robertson (2005) from Pennsylvania State University was
done, which was entitled “Personal Assistive Device for Adults with Autism Spectrum
Disorder” was made. Through this a wearable PDA was designed for high-functioning
38
adults with autism spectrum disorder. This PAD will enable adults with autism to
compensate for many of their difficulties in the areas of social interaction, communication,
sensory processing, and higher-order cognition. Moreover, this PAD prototype was
lightweight and a wearable strapped to the wrist of the users which supports major areas
of difficulty encountered by high functioning adults with autism for their daily interactions.
Synthesis
ASD individuals and children are unique and have a lot to offer to this world.
However, because they portray a behavior that was pretty much uncommon for us, they
were often misunderstood and labeled as disabled and trouble makers that often brings
guilt and shame upon them.
Understanding someone else's behavior often begins with learning about their
brain, creating and adopting a coping mechanism to help them with their daily challenges,
grow as an individual and achieve their maximum potential. Moreover, a consistent and
fun way of communication promotes the bond and rapport of the child and its caregiver or
parents especially for ASD kids.
Given all of the considerable problems and challenges that people with ASD
encounter, cost-effective and innovative research would be extremely beneficial. As a
result, parents and guardians devote a great amount of time and money to meeting the
requirements of their children.
Aside from the comprehensive rehabilitation and therapies that autistic children
must endure, novel assistive technologies have become common due to the obstacles
that parents and children with ASD face.
As a result, assistive technology is becoming increasingly popular as a means of
supporting and enhancing communication for people with autism. Creating a new and
innovative wearable device for communication will improve mobility, affordability, help
39
reduce misunderstanding from the parents and children, and significantly further increase
their rapport and emotional support allowing them to reduce problems in their child's
development.
40
Chapter 3
METHODOLOGY
Research Strategy
Academic research and existing gadgets available for the therapy of ASD Level 1
already existed; however, the researchers believe that these devices can still be improved
to make it more efficient and at the same time, at low cost. The researchers' plan is to
make the device less expensive so that more people or parents can avail.
The researchers' strategy in this study is to maximize the features of the device for
children with ASD Level 1 with customizable buttons which can help them to progress
overtime. Moreover, they aim to lower the cost of the device so that people who do not
have enough money to bring their children to therapy may be able to help their child with
ASD Level 1 to communicate with them properly. In addition, the other objective of this
study is to help children with ASD Level 1 develop their cognitive and communication skills
with the aid of this device.
Research Design
The researchers will use mixed research which focuses on collecting and
analyzing numerical and non-numerical data (e.g., text, video, or audio) to understand
concepts, opinions, or experiences. It can be used to gather in-depth insights into a
problem or generate new ideas for research.
The goal of this research is to observe successful implementation of the device
and the working customizable buttons on it. By using quantitative research that tests the
quality of the device, and qualitative research approach, the researchers will know the
progress of children with ASD Level 1 by using the device with the help of a professional
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medical expert. The successful working device and its efficiency will be the basis of the
success of this project.
Proposed Design and Dimension of the Device
Figure 3.1.1 Front View of the Device parts
Figure 3.1.2 Back View of the Device parts

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The figures 3.1.1 and 3.1.2 show the parts of the communication-enabling devices.
Where Device 1 consists of 4 buttons that can be pressed to transmit a message to device
2, a speaker that plays while transmitting the same message to Device 2 and pre-recorded
audio messages that can be played when Device 2 transmits a message, an MP3 port
that can be used to upload a desired pre recorded audio, and a battery slot. While Device
2 only consists of 2 buttons to transmit messages to device 1, a speaker that plays pre-
recorded audio messages that are transmitted from device 1, an MP3 port that can be
used to upload a desired pre-recorded audio, and a battery slot.
Figure 3.2 Dimensions of the Device.
Figure 3.2 shows the approximate dimensions of the device which has a length of
80 cm, a width of 60 cm, and a height of 140 cm.

43
Process Flow Chart
Figure 3.3 Process Flow Chart
The figure 3.3 process flow chart shows the detailed process on how device 1 and
device 2 works. Children with ASD level 1 are having a hard time communicating to other
people due to their condition that makes them unable to say a word when talking to people
or family. To ease the situation, the communication-enabling device will work as a
messaging device that transmits audio messages from one device to another via
transceiver connection between the devices.
The Device 1 that is dedicated for children with ASD level 1 has 2 features, the
“walkie talkie like” feature and “record” feature. It has 4 buttons that allows the user to
44
send a message to another device by pressing any of those buttons and it contains a pre-
recorded audio which will be played along while sending a desired pre-recorded audio to
device 2 just like a walkie talkie but it contains a pre-recorded audio stored in the device.
The “record” feature also allows the user to record an audio on their phone and connect it
to the device and upload a desired audio that will be played when any of the desired
buttons has been pressed.
The Device 2 is dedicated for parents or guardians to communicate to children with
ASD level 1. The Device 2 also has 2 features, the “walkie talkie like” feature and “record”
feature but it only contain 2 buttons that allows the user to send a message to another
device by pressing any of those buttons and it contains a pre-recorded audio which will
served as a reply to Device 1. The “record” feature also allows the user to record an audio
on their phone and connect it to the device and upload a desired audio that will be played
when any of the desired buttons from Device 1 has been pressed.
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Schematic Diagram
Figure 3.4.1 Schematic for Device 1
Figure 3.4.2 Schematic for Device 2

46
The schematic shows the wire and components' connections inside the
communication-enabling device for children with ASD level 1 in Figure 3.4.1. It shows the
connection of the arduino uno to the transceiver that connects the Device 1 to Device 2,
JQ6500 mp3 player that allows the user to upload a pre-record audio, speaker, and the
4 play button. Figure 3.4.2 also shows the connection of the arduino uno to the transceiver
that connects the Device 2 to Device 1, JQ6500 mp3 player that allows the user to upload
a pre-record audio speaker, but it only contains 2 play buttons.
Research Locale
The researchers will acquire the sufficient data for the study through past research
and studies, related literature, articles and books on the internet, by gathering some
personal experiences of some people that get associated with a child diagnosed with ASD
Level 1. The researchers will conduct the research amidst the pandemic and through an
online class learning system. The references that have been used in this research were
written in the reference section of this paper.
Research Method
The researchers approached the research using a mixed type of research with
qualitative and quantitative methods. Quantitative research performs a statistical analysis
upon the collected data, where the researcher will be able to evaluate the device and find
patterns on the collected data and make predictions on how the device will become more
reliable. While Qualitative research collects and analyzes the non-numerical data which
can be a video, text or audio to understand the concept of the research, the acquired data
can be used to understand the research more deeply or to form a new idea to solve the
research problem.
47
The researchers will use a Quantitative method to test and evaluate the
functionality of the devices. Using the collected numerical data through testing, the
researchers will be able to evaluate the record/play feature’s sound by testing its sound’s
loudness depending on the sizes of the speakers that will be put into test and amplify it
using an amplifier to test a more quality audio for the device. By also testing the range of
the Bluetooth connection between the devices, the researchers will evaluate the best
range that will have a better connection while also having a good quality output sound.
By also using a Qualitative approach to this research, the researchers will hand
over the finished device prototype to a professional medical expert that will evaluate the
device. The professional medical expert will test the effectiveness of the device based on
how it works and how it will help the children with ASD level to communicate to other
people. The device will also be evaluated if it can really be an alternative method of therapy
for children with ASD level 1.
Material Requirements
The researchers identified the specifications of materials and components needed
in doing the device by directly asking at usual Electronics shops. Moreover, the
researchers looked into various online shops and physical stores in order to canvass the
retail price of the materials that made them do a price comparison before buying any of it.
Main Components of the System
UHF- STD DATA TRANSCEIVER
It is a transparent wireless UART transceiver with a 100mW RF output. A useful control
range of more than 200m is possible with this RF power. Among its characteristics are a
1 to 15 multichannel data transceiver with 400 kHz spacing, frequency options of 433 MHz
or 315 MHz, and the ability to delegate channel selection control to the host controller.
48
Figure 3.5.1 UHF- STD DATA TRANSCEIVER
ARDUINO UNO
It is an ATmega328P-based microcontroller board. It contains 6 analog inputs, a 16 MHz
ceramic resonator, 14 digital input/output pins (six of which can be used as PWM outputs),
a USB port, a power jack, an ICSP header, and a reset button. It comes with everything
needed to support the microcontroller; to get started, just plug in a USB cable, an AC-to-
DC adapter, or a battery.
Figure 3.5.2 ARDUINO UNO

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JQ6500 MP3 PLAYER
Mono or stereo MP3 files can be played with the JQ6500 MP3 Voice sound module. The
module can be used in either the serial communication mode (which connects to a
microcontroller) or the AD button control mode (module can be controlled with switches).
Figure 3.5.3 JQ6500 MP3 PLAYER
SAMSUNG SLB1674 BATTERY
A lithium-ion rechargeable battery which has 7.4V and 1600MAH is a type of electric
power that has external connections for powering electrical equipment and is made up of
one or more electrochemical cells.
Figure 3.5.4 SAMSUNG SLB1674 BATTERY

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SAMSUNG SBCL6 CHARGER
This smart LED display charger has an LCD screen, allowing you to check the current
charge level of any battery within its dock - even when not connected to the mains. It is a
dependable, safe, and fast charger for your SLB-1674 battery or replacement.
Figure 3.5.5 SAMSUNG SBCL6 CHARGER
3 WATTS 8 OHMS SPEAKER WATTS
In sound reproduction, a loudspeaker, also known as a speaker, is a device that
transforms electrical energy into acoustic signal energy that is emitted into a space or the
open air.
Figure 3.5.6 3 WATTS 8 OHMS SPEAKER WATTS

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MINI-USB CABLE
These connectors used to be the standard for MP3 players; they are smaller than a regular
USB port. That's why they're often used for smaller devices.
Figure 3.5.7 MINI-USB CABLE
PUSH BUTTON
A Push-button, often known as a pushbutton or just a button, is a straightforward switch
mechanism used to operate a machine or process. Usually constructed of metal or plastic,
buttons are made of strong materials.
Figure 3.5.8 PUSH BUTTON

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Project Construction
Step-by-step construction of the device for the child and parent:
1. Cut the acrylic sheet following the design for the device.
Figure 3.6.1 Cutting of Acrylic Sheet
2. Connect the one leg of the buttons to the positive source of the arduino uno, then
connect the other leg of the buttons to the pin (8), (9), (10), (11) for Device 1 of the
arduino uno parallel to the 10K ohm resistor to the ground of the arduino uno. While
for Device 2 connect the one leg of the buttons to the positive source of the arduino
uno, then connect the other leg of the buttons to the pin (9) and (10) of the arduino
uno parallel to the 10K ohm resistor to the ground of the arduino uno.
Figure 3.6.2.1 Procedure 2 for Parent’s Device

53
Figure 3.6.2.2 Procedure 2 for Child’s Device
3. Connect the UHF-STD Data Transceiver to the voltage and ground of the arduino
uno. Afterwards, connect the tx of the transceiver to the rx (pin (0)) of the arduino
uno then connect the rx of the transceiver to the tx (pin (1)) of the arduino uno.

54
4. Eventually, connect the JQ6500 MP3 Player to the sources of the arduino uno then
connect the rx of JQ6500 MP3 Player to pin (2) of arduino uno and connect the tx
of JQ6500 MP3 Player to pin (3) of arduino uno.

55
5. Next connect the 3 Watts 8 Ohms Speaker to the speaker (+) and (-) of JQ6500
MP3 Player.

56
6. Connect the battery to the power port of the arduino uno.

57
7. Lastly, enclosed the main components inside the enclosure to finish the device.
Figure 3.6.7.1 Components in the Enclosure

58
Figure 3.6.7.2 Device in the Enclosure
Testing and Evaluation
The researchers start to develop the device by picking a suitable design and
implementing a functionality that will be useful to enable the children with ASD level 1 to
easily communicate with their parents using the device. After the device has been
developed, the researchers will be testing the loudness of the speaker of the devices and
how far the two devices that are using a Tranceiver’s connection system will remain
connected to each other, and what are the factors that may restrain the connectivity. In
accordance to know answer the stated problems of the study the researchers conduct the
testing on the prototype of the device:
Testing the devices’ sound, for the initial testing of the sound quality for the
devices, the researcher first finds a suitable speaker that can be used in the devices. The
first speaker that the researchers found is a 500mW, 8ohm speaker which brought a not
so nice quality of a speaker for the devices. The 500mW, 8ohm speaker has a sound that
is hard to hear even in a quiet place and the audio message is hard to understand because
59
the message is not clear and there is so much noise when playing the audio message into
it.
To solve the problem in the sound quality for the devices, the researchers replaced
the 500mW, 8ohm speaker with 3 Watts, 8-ohm speaker. Using a 3W, 8ohm speaker, the
devices’ sound quality became clearer and loud enough to be heard when playing an
audio message into it.
To test the sound quality of the speaker that will be used for the devices, the
researchers used an application that tests the loudness of the device. The researchers
conducted the test inside a room that has an average range of 40dB-50dB surrounding
sounds. Then record the peak reading of the sound meter whenever the buttons on the
devices have been pushed to trigger the speaker to play the audio message. For the
testing of the loudness of the speaker, the researchers played the speaker 5 times and
got the average loudness of the speaker inside the device.
For testing the connectivity range of the devices. The researchers measure how
far will the connectivity of the devices that are using a Transceiver connection still remain
connected. The range or distance of the connectivity will be measured using a measuring
tape; where in the first condition, the researchers conduct the range test in an open area,
where there are no walls obstructing the connection of the devices. The researchers first
tested the connectivity of the devices 1 meter apart from each other and both the devices
transmit and receive the data to each other. The researchers keep on getting both devices
away from each other until it loses its connection to each other.
For the second condition the researchers use walls to obstruct the connection of
the devices. Where device 1 is at the first floor of the building and the 2nd device keeps
on getting to a higher level of the building until both of the devices lose their connection to
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each other. The researchers also tested the delay of the connection of the devices on this
range test, whether the sound can be heard in a matter of seconds when the data has
been transmitted from 1 device to another.
For the actual testing of the device, the researchers conduct two (2) experiments
in two (2) different places; first in PUP CEA then in one of the researcher’s houses, where
the loudness and the delay are tested. These places are chosen due to the material
construction differences where CEA has thick walls made of cement while the house has
walls made of wood.
When a test has been done on the prototype, the researchers will determine how
far the devices will still remain connected to each other and how clear the output sound
will be, based on the distance of the devices. The researchers will also evaluate if the
device is fully functional and ready to be used and help children with ASD Level 1 to
enhance their verbal communication, cognition, and provide less stress when they are
interacting with other people.
The evaluation of the device will be passed by the researchers and be conducted
by a healthcare professional to test the device with a diagnosed child. Its result will
determine the effectiveness of the device as an alternative to speech and language
therapy that is primarily conducted in costly sessions. The theories and other studies that
were gathered to support the device’s design will be verified after the evaluation and
testing with a child with ASD Level 1. Continuation of the research may also be open for
the researchers under the field of Medicine and Psychology.

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Figure 3.7.1.1 Testing the Devices in Open Area
Figure 3.7.1.2 Testing the Devices in Open Area

62
Figure 3.7.2.1 Testing the Devices in PUP CEA
Figure 3.7.2.1 Testing the Devices in PUP CEA

63
Figure 3.7.3. Testing the Device inside the House

64
Chapter 4
RESULTS AND DISCUSSION
To determine the answers to the statement of the problem and be able to test the
accuracy and reliability of the system, the researchers conducted several trials. In this
chapter, the results of the different tests and trials conducted and the summary of
computations needed to support the data gathering.
1. The design of the devices’ audio clarity and quality in accordance with children
with ASD level 1.
When picking the right speaker for the device, the researchers consider the right
decibel level for the devices for children with ASD level 1 and for their parents. The audio
clarity is not the only thing that the researchers are looking for, but the researchers also
pick the right loudness that the devices should be as the louder the sound is, the more it
may cause damage to the hearing of the devices’ user.
First Experiment (in PUP CEA):
Table 4.1.1
Results in the loudness of 3W, 8ohm speaker using Sound meter
Trials 1 2 3 4 5 Average
dB:
Decibel 71 76 67 73 79 73.2
(dB)
Table 4.1.1 shows how the researchers measure the sound of the speaker using
a “sound meter”, which measures the sounds and has a unit of decibels (dB). The results
65
that the researchers have recorded for 3W, 8ohms speaker’s loudness ranges from 67dB
up to 79dB. It is suitable for children with ASD level 1 and parents because any sounds
around or below 70 are generally considered safe for human ears. While any sound that
is above 85dB are considered as harmful to humans.
Table 4.1.2
Results in Range and Delay without obstruction test of Device 1 (for Children)
Range (meter) Delay Trials (seconds) Average Delay

(seconds)
1 2 3
1 2.35 2.31 2.29 2.32
5 2.39 2.33 2.23 2.32
10 2.28 2.25 2.32 2.28
15 2.41 2.33 2.40 2.38
20 2.51 2.32 2.44 2.42
25 2.43 2.32 2.31 2.35
30 2.61 2.80 2.39 2.6
35 No record No record 4.55 Only 4.55
40 No record No record No record No record
Table 4.1.2 shows the range of Device 1’s connectivity to Device 2 without any
obstruction. It shows that it keeps connected to Device 2 from 1 meter up to 35 meters.
The researchers also do 3 trials on measuring the average delay in seconds of receiving
the message from Device 2. The data on the table shows that the range from 1 to 30
meters receives the message with a delay of 2.28 seconds up to 2.6 seconds. While in 35
meters, it only receives a message from the 3rd trial and it takes 4.55 seconds delay, and
66
for the 40 meters and 50 meters, Device 1 doesn’t receive any messages from Device 2.
Table 4.1.3
Results in Range and Delay test without obstruction of Device 2 (for Parent)

(seconds)
1 2 3
1 2.82 2.95 2.82 2.86
5 2.94 2.56 2.68 2.73
10 2.31 2.66 2.21 2.39
15 2.73 2.48 2.62 2.61
20 2.35 2.28 1.93 2.19
25 2.74 2.70 2.70 2.71
30 2.04 1.84 2.81 2.23
35 2.24 2.42 1.97 2.21
Table 4.1.3 shows the range of Device 2 to Device 1 without any obstruction. The
result shows that from 1 meter up to 35 meters, Device 2 remains connected to Device 1
with a ranging from 2.19 seconds up to 2.86 seconds average delay for receiving the
message from Device 1. But for 40 meters and 50 meters apart from the devices to each
other, Device 2 can no longer receive messages from Device 1.
Table 4.1.4
Results in Range and Delay test with obstruction of Device 1 (for Children)
67
Levels Apart Delay Trials (seconds) Average Delay

(seconds)
1 2 3
1 level apart 2.66 2.64 2.58 2.63
2 levels apart No record No record No record No record
Table 4.1.4 shows the result of connectivity of Device 1 to Device 2 when there is
an obstruction between two devices. In 1 level apart, Device 1 remains connected and
receives a message from Device 2 and for 3 trials, it gets a 2.63 seconds average delay
of receiving message from Device 2. But when the devices become 2 and 3 levels apart,
Device 1 does not receive any message from 3 trials.
Table 4.1.5
Results in Range and Delay test with obstruction of Device 2 (for Parent)
Levels Apart Delay Trials (seconds) Average Delay

(seconds)
1 2 3
1 level apart 2.72 2.66 2.83 2.74
2 levels apart 2.79 2.58 2.83 2.73
In table 4.1.5, it shows the result of connectivity of Device 2 to Device 1 when there
is an obstruction between two devices. For 1 level apart from each other, Device 2
receives a message from Device 1 with a 2.74 seconds average delay of receiving the
message. And for 2 levels apart, the Device receives the message with an average delay
of 2.73 seconds. But for the 3 levels apart, Device 2 does not receive any message from
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Device
Second Experiment (in a house):
Table 4.2.1
Results in the loudness of 3W, 8ohm speaker using Sound meter
Trials 1 2 3 4 5 Average
dB:
Decibel 75.3 74.6 79.8 79.4 79.6 77.7

(dB)
Table 4.2.1 shows how the researchers measure the sound of the speaker using
a “sound meter”, which measures the sounds and has a unit of decibels (dB). The results
that the researchers have recorded for 3W, 8 ohms speaker’s loudness ranges from 67dB
up to 79dB. It is suitable for children with ASD level 1 and parents because any sounds
around or below 70 are generally considered safe for human ears. While any sound that
is above 85dB are considered as harmful to humans.
Table 4.2.2
Results in Range and Delay test without obstruction of Device 1 (for Children)

(seconds)
1 2 3
1 2.32 2.21 2.41 2.31
3 2.53 2.46 2.40 2.46
5 2.78 2.48 2.55 2.60
10 2.32 2.62 2.54 2.48

69
meters receives the message with a delay of 2.21 seconds up to 2.78 seconds.
Table 4.2.3
Results in Range and Delay test without obstruction of Device 2 (for Parent)

(seconds)
1 2 3
1 2.35 2.55 2.34 2.41
3 2.42 2.64 2.49 2.52
5 2.81 2.34 2.30 2.48
10 2.34 2.47 2.27 2.36
meters receives the message with a delay of 2.27 seconds up to 2.81 seconds.
Table 4.2.4
Results in Range and Delay test with obstruction of Device 1 (for Children)
Levels and Walls Delay Trials (seconds) Average Delay

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Apart 1 2 3 (seconds)
1 wall apart 2.73 2.48 2.62 2.61
2 walls apart 2.84 2.18 2.24 2.42
1 level apart 2.42 1.98 2.73 2.38
1 level, 1 wall 2.74 2.04 2.36 2.38

apart
1 level, 2 walls 2.35 No record 2.66 2.51

apart
In table 4.2.4, it shows the result of connectivity of Device 1 to Device 2 when there
is an obstruction between two devices. The data on the table shows that the devices
remain connected from 1 wall to 1 level-2 wall obstruction and still receive the message
with a delay range from 2.38 seconds up to 2.61 seconds.
Table 4.2.5
Results in Range and Delay test with obstruction of Device 2 (for Parent)
Levels and Walls Delay Trials (seconds) Average Delay

Apart (seconds)
1 2 3
1 wall apart 2.41 2.33 2.40 2.38
2 walls apart 2.51 2.43 2.32 2.64
1 level apart 2.51 2.61 2.80 2.64
1 level, 1 wall 2.39 2.55 2.60 2.51

apart
1 level, 2 walls 2.58 2.64 2.57 2.60

apart
Table 4.2.5 shows the result of connectivity of Device 2 to Device 1 when there is
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an obstruction between two devices. The data on the table shows that the devices remain
connected from 1 wall to 1 level-2 wall obstruction and still receive the message with a
delay range from 2.38 seconds up to 2.64 seconds.
2. Advantages of adopting a wearable communication and cognitive device
over other autistic technologies like the ablenet quicktalker, ablenet
BIGmack communicator, and a smartphone app for children with ASD.
Comparing to other autism technologies, the financial amount used in the
device is only half or a third the price of the other technologies such as ablenet
quicktalker (17,000php to 26,000php), ablenet BIGmack (8,000php to 10,000php)
and smartphone applications (Proloquo2GO - 19,600php, Endless Reader and
Language Therapy for Kids - MITA, free with in-app purchases) (AbleNet, 2022).
In terms of features, AbleNet quicktalker has fixed recordings that are
commonly used in places such as home, school, malls, etc. It has interchangeable
cardboards with pictures of the recordings that are specific for each button on the
set of recordings. It has other upgraded features which increase the recorded
buttons the child can practice with.
AbleNet BIGmack, on the other hand, is a record/play device that records
the voice from the device itself and can be played as well. It has a big button that
can be replaced depending on the preferred color and a clear cover to attach a
picture relating to the audio. Recording in this device is continuous up to 2 minutes
and played afterwards the same sequence as recorded.
The communication-enabling and cognitive devices have the same feature
of pre-recorded audio and walkie-talkie-like features that can be used to monitor
children with ASD Level 1 remotely. However, in terms of recording, it is still quite
inconvenient as you are still in need of changing it on your laptop using a code.
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The device was also advantageous in terms of its range or distance for
communication, the parent and child can communicate at far distances in the
experiment it is within 35 meters. The device is also loud and clear and with
consistent clarity and quality of the audio even on long distances.
For the applications, it is somewhat similar to ablenet quicktalker but can
be downloaded in mobile phones. The downside for this is that it may cause
distraction to children when holding mobile phones since there are other
applications that they might prefer other than the autism applications such as
games and youtube.
3. Communication from both the parent and child utilizing the device and
factors affecting its connectivity.
The Device 1 and Device 2 range has been tested without any obstruction
and the result shows that both devices remain connected to each other from 1
meter up to 35 meters apart. Both the devices are also tested when there is an
obstruction between them and it shows a different result for Device 1 and Device
2. Device 1 only receives a message from device 2 when the device is only 1 level
apart. But device 2 remains connected and still receives a message from Device
1 up to 2 levels apart. While 3 levels apart, both devices lose their connection to
each other.
Both Device 1 and Device 2 can be connected to each other further when
there is no obstruction between the devices, while any obstruction will cause a loss
of connection between them.

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Chapter 5
SUMMARY OF FINDINGS
Summary of Findings
In testing and evaluation, the device has been successful in exchanging messages
loud and audible. The volume of the device in terms of decibel (dB) is suitable for the users
(children and parents). The clarity of the audio is good enough to be understood as well.
During the experiment, the quality and clarity of the audio is consistent even in
different ranges. The signal does not fluctuate. Both devices fail to receive or send
messages to the other device when the connection is lost. The result of the experiment
differs depending on the places where it is conducted. In PUP CEA, where walls are thick
and made of cement, the connectivity loses instantly beyond 35 meters (horizontal) range
and 2 levels (vertical) range. In a typical house with average thickness of wall and made
of wood, the limit of the connection was not determined because it did not lose connection
even with 1 level and 2 walls in between. Additionally, there are instances where radio
propagation flow is interrupted even in short distances.
The device may be less convenient in a way compared to other devices such as
AbleNet Quicktalker, AbleNet BIGmack and smartphone applications; yet it is less
expensive and has features that surpasses the other technologies mentioned above.
Moreover, the device is specifically designed to follow some theories related to how
children with ASD Level 1 can learn to understand or communicate with other people;
especially to their parents or guardians.
The device was evaluated by an occupational therapist fromCherub’s Learning and
Development Center. Theories used in designing the device that are aligned to his
74
knowledge about ASD. His answers are used in consideration of finishing the device’s
design.
Conclusions
This research aimed to introduce wearable communication-enabling and cognitive
devices that would help aid children with ASD level 1 social interaction. Based on the
quantitative study conducted by the researchers, the loudness and clarity of the audio
does not differ in the experiment conducted. Aside from the distance and obstructions, the
thickness of the wall, the materials used in the construction of the building greatly affected
the result of the two experiments that were performed. Additionally, there are instances
that fluctuation in signal occurs even in short distance (devices are just beside each other).
Therefore, there are other ways that may cause the traffic in radio propagations.
Interruptions on signal flow may include nature of ground, polarization, weather and signal
frequency. (“The Factors Affecting Ground Wave Propagation”, 2022).
In line to the evaluation of the device, some theories that are applied in designing
the device are verified by the occupational therapist. Choosing a calming color scheme of
the device is not that significant. Although using strong colors may help attract the
children’s (with ASD Level 1) attention, it is not necessary to be pale compared to colorful
toys of neurotypical children.
Recommendations
After a thorough analysis of the data from the conducted experiment, the following
recommendations are hereby made:
1) Establish further research on what type of walls or obstacles effectively hinders the
connection of two devices to communicate to each other.
2) Facilitate different experiments in different types of surroundings like public malls,
playgrounds, open parks, public markets and even in crowded or busy area to be able to
75
figure out the limits of the connectivity and effectiveness of the device. This will also help
in identifying factors that cause the "traffic" in transceiving audio.
3) Coordinate with health professionals and experts to study and use the device firsthand
to children with ASD Level 1. This will further give more accurate results whether the
device can really be an aid to a child with ASD Level 1 or not. This will also provide
proof/support or contradict the theories that were applied in the making of the device.
76
APPENDICES
I. Instruments/Questionnaire
We are students from Polytechnic University of the Philippines (PUP) taking BS
Electrical Engineering, created a device for our research study entitled "Understanding
Autism Behavior Using Wearable Communication-Enabling and Cognitive Device" as
compliance to our subject ELEN 40211: Research Project. We humbly ask for your
generosity to be part of our study by answering some questions that would greatly help
us complete our research.
The device is designed according to these three theories for the cognitive development
of children with ASD:
1. Training by Repetition
2. Executive Functioning for Multitasking
3. Psychology of Colors
The next sections will show four (4) questions for each theory that are used in creating
the device. Answering precisely and comprehensively is appreciated for each question.
Check the box to proceed.
Training By Repetition
Hearing the words repetitively.
Not effective
Effective
77
1 2 3 4 5
Seeing the objects repetitively.
Not effective
Effective
1 2 3 4 5
Teaching them the words repetitively.
Not effective
Effective
1 2 3 4 5
In the device, pre-recorded words can be played repetitively that can be assigned
in specific buttons to teach the word/phrase to children with ASD.
Not effective
Effective
1 2 3 4 5
Executive Functioning for Multitasking
Learn through motor tasks (walking, sitting, writing, holding a pencil, etc.)
Not effective
Effective
78
1 2 3 4 5
Learns through visual and auditory tasks (Showing a picture of cat, saying the
word "cat" and "meow")
Not effective
Effective
1 2 3 4 5
Learns through the combination of visual, auditory and motor tasks.
Not effective
Effective
1 2 3 4 5
In the device, pressing buttons with a picture of the object would play a recorded
audio to teach children with ASD.
Not effective
Effective
1 2 3 4 5
Psychology of Colors
Choosing specific colors that are calming and relaxing for children with ASD.
Not effective
79
Effective
1 2 3 4 5
Colorful objects attract the attention of children with ASD.
Not effective
Effective
1 2 3 4 5
Colors of places and objects affect the behavior of children with ASD.
Not effective
Effective
1 2 3 4 5
The device is composed of blue, green, pale yellow, pink and other neutral colors.
Not effective
Effective
1 2 3 4 5
The device is designed to help aid ASD in households where the children's guardian
cannot fully attend to them due to work, job, chores, etc. It has a combination of
record/play button and a walkie-talkie-like feature where the guardian can teach and
monitor a child with ASD while doing other tasks.
RECORD/PLAY BUTTON FEATURE

80
- the words you want to teach your child may be recorded and played on the device.
Each word/phrase has its own button where you can attach pictures/stickers of the
object.
WALKIE-TALKIE-LIKE FEATURE
- Two devices are connected with each other (one for the guardian, one for the child).
There is no real time conversation available but pre recorded word/phrase can be
exchanged remotely so they can teach, monitor and attend to their child even in different
rooms/area. (Ex. Child is in the bedroom and the guardian is in the kitchen)
See attached link for the video demonstration of the device.
Note: Video might take long loading before playing due to huge file. Kindly wait to see
the actual demonstration of the device and the actual design for the final product.
https://drive.google.com/file/d/1jaUOYKHHvw87sbucpdMgBYSpUBjaS27N/view?usp=dri
vesdk
The device is "user-friendly", fit for children with ASD.
Disagree
Agree
1 2 3 4 5
The device can help improve the cognition of children with ASD in
households.*
Disagree
Agree
81
1 2 3 4 5
The device is effective and efficient for families having children with ASD.
Disagree
Agree
1 2 3 4 5
Comment and suggestions to our device
II. Answer From the Respondents

82
83
84
85
III. Respondents Profile

86
IV. Letter
87
V. Biographical Statement (a paragraph consisting of 100-150 words)
1. Marry Joy Andrada
On May 24, 2000, Marry Joy Andrada, the author was born in Reyna Regente
Bangar La Union. She is Shirley B. Andrada and Randi C. Andrada's youngest
child. She completed her elementary education at RUS Elementary and received
Salutatorian. She attended Dona Francisca Lacsamana de Ortega Memorial
National High School during her junior high years, graduating as Salutatorian.
She then enrolled in the STEM program at the Regional Science High School for
Region 1 (Science, Technology, Engineering, and Mathematics).
She was a fourth-year Electrical Engineering Bachelor of Science student at the
Polytechnic University of the Philippines in Manila. The research study she
produced for IEMOP, the Independent Electricity Market Operator of the
Philippines, as part of her internship was qualitative study and had the working
title "WESM Literacy: We Empower Student to Market Literacy."
2. Mikaella Magsombol
The author, Mikaella "Bambee" Dado Magsombol, was born on March 21, 1999
in Quezon City and now living in Singkamas, Makati City, as the youngest
daughter of Erbito Lapuz Magsombol and Stella Maris Dado Magsombol.
She took her primary education in Francisco Benitez Elementary School Main,
junior high education in Makati High School Main. Mikaella is not only
academically inclined but is also good in other fields such as music, sports and
88
arts. All her years in high school, she participated in and won competitions such
as dance and jingle. In her last year in jhs, she became batch representative of
the Student Council and became part of the school English journalism and three
of her works were published in the school newspaper. She then took her senior
high education in Santa Isabel College Manila, where she graduated with honors
and a gold medal leadership award.
In 2018, she was admitted to the Polytechnic University of the Philippines under
the Bachelor of Science in Electrical Engineering program. She became a
member of Electrical Engineering Network and EE Wired.
3. Louis Ubalde
The author was born on August 29, 1998 in Quezon City General Hospital. He is
the youngest child among 6 children of Florencio B. Ubalde Jr. who is married to
Luz B. Ubalde. The author is currently living in Quezon City, Philippines and
studying as a 4th year student batch 2021-2022 BS Electrical Engineering at the
Polytechnic University of the Philippines.
He is also a former student of Esteban Abada Elementary School from 2005-
2012 and started to learn to play a chess board and became a chess
representative for his school. He Graduated in High School at Ramon
Magsaysay Cubao High School, while pursuing his passion in playing chess and
being a chess varsity of his school. In 2016, he was admitted to Polytechnic
University of the Philippines and became a STEM student until 2018 and learned
a lot of new experiences being a student in one of the prestigious universities in
the Philippines.
89
4. Joshua Jose
The author was born on July 25, 1999 in Quezon City, Philippines. He is the
middle child among the three children of Emilo T. Jose and Maricris P. Jose. He
spent his elementary days in Parang Elementary School where he competed
contests in Scrabble and the yearly MTAP division competition. He enrolled in
Parang High School during his junior high school days. He competed Reading
Comprehension Contest in his 7th grade and became the Vice President of the
SSG during his 9th and 10th grade. He then take STEM strand in the same
school as a Senior High School and finished it with honors afterwards.
He was admitted in Polytechnic University of the Philippines way back in 2018
and is currently a fourth year graduating college student taking Bachelor of
Science in Electrical Engineering. His cousin inspired him to take the same
program and he didn't regret it.

90
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UNDERSTANDING AUTISM BEHAVIOR USING WEARABLE

In Partial Fulfillment of the

Andrada, Marry Joy B.

Magsombol, Mikaella “Bambee” D.

necessities and in gaining the strength we needed to complete our undergraduate

"Understanding Autism Behavior Using Wearable Communication-Enabling And

direction throughout the entire study process.

Title : Understanding Autism Behavior using Wearable

Communication-enabling and Cognitive device

Researcher : Andrada, Marry Joy B.

Magsombol, Mikaella “Bambee” D.

Degree : Bachelor of Science in Electrical Engineering

Institution : Polytechnic University of the Philippines

Adviser : Victorio, Kristian Carlo B., REE, RME

Increasingly, technologically advanced communication devices are being used to make it

experience the world differently compared to a typical individual. A walkie talkie is a

that will optimize its utility.

Keywords: Autism Spectrum Disorder (ASD), speech therapy, communication devices

Table of Contents iv.

List of Tables vii.

List of Figures viii.

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND 1

Statement of the Problem 11

Significance of the Study 11

Scope and Limitations 13

CHAPTER 2: REVIEW OF LITERATURE AND STUDIES 16

The Brain and Cognition 16

Challenges of Children Diagnosed with ASD 20

Autism Society of the Philippines and Disability Laws 23

Radio Wave Propagation 28

Picture Exchange Communication (PECS) System 28

Alternative and Augmentative-Communication (AAC) System 30

Ablenet BIGmack Communicator 31

Mobile Application for Children with ASD 32

Treatments and Assistive Devices for ASD 34

Proposed Design and Dimension of the Device 41

Testing and Evaluation 58

CHAPTER 4: RESULTS AND DISCUSSIONS 64

1. The design of the devices’ audio clarity and quality in 64

accordance with children with ASD level 1.

2. Advantages of adopting a wearable communication and 71

cognitive device over other autistic technologies like the

ablenet quicktalker, ablenet BIGmack communicator,

and a smartphone app for children with ASD.

and factors affecting its connectivity.

CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSIONS, AND

II. Answers from the Respondents 81

III. Respondent’s Profile 85

Number Title Page

4.1.1 Results in the loudness of 3W, 8ohm speaker using 64

4.1.2 Results in Range and Delay without obstruction test of 65

Device 1 (for Children)

4.1.3 Results in Range and Delay test without obstruction of 66

Device 2 (for Parent)

4.1.4 Results in Range and Delay test with obstruction of 67

4.1.5 Results in Range and Delay test with obstruction of 67

Device 2 (for Parent)

4.2.1 Results in the loudness of 3W, 8ohm speaker using 68

4.2.2 Results in Range and Delay test without obstruction of 68

Device 1 (for Children)

4.2.3 Results in Range and Delay test without obstruction of 69

Device 2 (for Parent)

4.2.4 Results in Range and Delay test with obstruction of 69

Device 1 (for Children)