A Communication System on Smart Phones and Tablets for Non-verbal Children with Autism

Sampath, Harini; Indurkhya, Bipin; Sivaswamy, Jayanthi

doi:10.1007/978-3-642-31534-3_49

Cited by 20 publications

(9 citation statements)

References 11 publications

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“…Data was analyzed using a combination of qualitative methods from the first and second cycle coding methods as described by Saldaña (2013). The first coding cycle contains methods that are used in the initial coding of data.…”

Section: Data Collection and Analysismentioning

confidence: 99%

“…Computers also offer the opportunity to modify the environment, for example by eliminating or reducing information that might distract attention from the main task, and allowing children to work at their own pace (Williams et al, 2002). Additionally, computers, including multitouch tablets (Hourcade et al, 2013;Sampath et al, 2012), have been found to be appealing for children with ASD, resulting in benefits such as increased motivation, attention and learning compared with traditional methods (Goldsmith & LeBlanc, 2004;Bosseler & Massaro, 2003).…”

Section: Introductionmentioning

confidence: 99%

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Designing computer-based rewards with and for children with Autism Spectrum Disorder and/or Intellectual Disability

Constantin

Johnson

Smith

et al. 2017

Computers in Human Behavior

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Children with Autism Spectrum Disorder (ASD) tend to have an affinity for digital technologies, often preferring computer-assisted learning to human-assisted learning. Many children with ASD are also diagnosed with Intellectual Disabilities (ID), yet design studies involving children with ASD and ID are scarce. Rewards can have a positive impact on children's learning and motivation, but little is known about the nature and impact of rewards for children with ASD, and/or ID. Digital technologies are well placed to provide task-based rewards, and in combination with a better understanding of the reward preferences of children with ASD and/or ID this has significant potential to enhance learning. This paper presents two robust participatory design (PD) studies involving children with: i) ASD; ii) ID; and iii) both ASD and ID. The studies aimed to identify: i) the reward preferences of children with ASD and/or ID (RQ1) and ii) how rewards might develop throughout a task as the child progresses (RQ2). Results revealed a number of reward categories that were common to all children, as well as children's preferences for how rewards could develop as they progress through computer-based tasks, for the first time. Original implications for designing computer-based rewards embedded within digital intervention/educational technologies for children with ASD and/or ID, are discussed.

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Section: Data Collection and Analysismentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Designing computer-based rewards with and for children with Autism Spectrum Disorder and/or Intellectual Disability

Constantin

Johnson

Smith

et al. 2017

Computers in Human Behavior

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“…By following such schedules, users can achieve tasks, using paper-based supports [16] and multitouch tablets [3,13]. Hence, activity schedule is a promising assistive method, especially when it is realized on a tablet, because of the documented preference of ASD children for this device [22,23].…”

Section: Introductionmentioning

confidence: 99%

Tablet-based activity schedule for children with autism in mainstream environment

Fage¹,

Pommereau²,

Consel³

et al. 2014

Proceedings of the 16th International ACM SIGACCESS Conference on Computers &Amp; Accessibility - ASSETS '14

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“…Such compensation technologies have been studied for a long time (for a comprehensive review, see Frank Lopresti et al [Lopresti Frank et al 2004]). Hence, activity schedule is a promising assistive method, especially when it is realized on a tablet, because of the documented preference of ASD children for this device [Sampath et al 2012;Tentori and Hayes 2010].…”

Section: Introductionmentioning

confidence: 99%

Tablet-Based Activity Schedule in Mainstream Environment for Children with Autism and Children with ID

Fage

Pommereau

Consel

et al. 2016

ACM Trans. Access. Comput.

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Including children with Autism Spectrum Disorders (ASD) in mainstreamed environments creates a need for new interventions whose efficacy must be assessed in situ. This paper presents a tablet-based application for activity schedules that has been designed following a participatory design approach involving mainstream teachers, special-education teachers and school aides. This applications addresses two domains of activities: classroom routines and verbal communications.We assessed the efficiency of our application with two overlapping user-studies in mainstream inclusion, sharing a group of children with ASD. The first experiment involved 10 children with ASD, where 5 children were equipped with our tabled-based application and 5 were not equipped. We show that (1) the use of the application is rapidly self-initiated (after two months for almost all the participants) and that (2) the tablet-supported routines are better performed after three months of intervention. The second experiment involved 10 children equipped with our application; it shared the data collected for the 5 children with ASD and compared them with data collected for 5 children with Intellectual Disabilities -ID.We show that (1) children with ID are not autonomous in the use of the application at the end of the intervention; (2) both groups exhibited the same benefits on classroom routines; and, (3) children with ID improve significantly less their performance on verbal communication routines. These results are discussed in relation with our design principles. Importantly, the inclusion of a group with another neurodevelopmental condition provided insights about the applicability of these principles beyond the target population of children with ASD.

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A Communication System on Smart Phones and Tablets for Non-verbal Children with Autism

Cited by 20 publications

References 11 publications

Designing computer-based rewards with and for children with Autism Spectrum Disorder and/or Intellectual Disability

Designing computer-based rewards with and for children with Autism Spectrum Disorder and/or Intellectual Disability

Tablet-based activity schedule for children with autism in mainstream environment

Tablet-Based Activity Schedule in Mainstream Environment for Children with Autism and Children with ID

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