Conor Anderson

Barun Das, Conor Anderson, Tania Villavicencio et al.

Rapid identification and accurate documentation of interfering and high-risk behaviors in ASD, such as aggression, self-injury, disruption, and restricted repetitive behaviors, are important in daily classroom environments for tracking intervention effectiveness and allocating appropriate resources to manage care needs. However, having a staff dedicated solely to observing is costly and uncommon in most educational settings. Recently, multiple research studies have explored developing automated, continuous, and objective tools using machine learning models to quantify behaviors in ASD. However, the majority of the work was conducted under a controlled environment and has not been validated for real-world conditions. In this work, we demonstrate that the latest advances in video-based group activity recognition techniques can quantify behaviors in ASD in real-world activities in classroom environments while preserving privacy. Our explainable model could detect the episode of problem behaviors with a 77% F1-score and capture distinctive behavior features in different types of behaviors in ASD. To the best of our knowledge, this is the first work that shows the promise of objectively quantifying behaviors in ASD in a real-world environment, which is an important step toward the development of a practical tool that can ease the burden of data collection for classroom staff.

Yadhu Kartha, Conor Anderson, Jenny Foster et al.

Autism Spectrum Disorder (ASD) is characterized by challenges with social interaction and communication and by restricted or repetitive patterns of thought and behavior, with significant variability in presentation. Approximately a quarter of children with ASD are classified as having profound autism, who often exhibit challenging behaviors, such as self-injurious behavior, aggression, elopement, or pica, that pose serious safety risks and disrupt learning in educational settings. Prior work has applied wearable sensors and machine learning to detect challenging behaviors, but has been largely confined to controlled laboratory environments. This work demonstrates that predicting challenging behavior episodes is feasible in a real-world special education classroom. We collected approximately 110.7 hours of labeled multimodal wearable data comprising accelerometry, electrodermal activity (EDA), and skin temperature from 9 children and young adults aged 10 to 21 years across standard classroom sessions. We fine-tuned state-of-the-art foundation models for multimodal wearable time-series analysis and show that challenging behavior episodes can be predicted up to 10 minutes in advance with an AUC-ROC of 0.78. These results establish a concrete foundation for developing proactive in-class intervention systems that enable teachers to minimize the safety risks of challenging behaviors in special education classrooms