Assistive technology for children with autism - lessons for interaction design

Sampath, Harini; Agarwal, Ravi; Indurkhya, Bipin

doi:10.1145/2525194.2525300

Cited by 34 publications

(19 citation statements)

References 16 publications

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“…Autism spectrum condition/disorder (ASC/ASD) (Benton et al, , 2014Benton & Johnson, 2013;Foss et al, 2013;Frauenberger et al, 2013Frauenberger et al, , 2010Frauenberger et al, , 2011Grawemeyer et al, 2012;Hourcade et al, 2012;Keay-Bright, 2007b, 2007aMadsen et al, 2009;Malinverni et al, 2014;Millen et al, 2010Millen et al, , 2011Parsons & Cobb, 2014;Piper et al, 2006;Sampath et al, 2013;van Rijn & Stappers, 2008;Zarin & Fallman, 2011) Cognition and learning Specific learning difficulties (SpLD) including dyslexia (Al-Wabil et al, 2010;Benton et al, 2014;Foss et al, 2013) Down's syndrome (Zarin & Fallman, 2011) Profound cognitive disabilities (Larsen & Hedvall, 2012) Executive function disorder (Guha, Druin, & Fails, 2008) Social, emotional and mental health difficulties Attention deficit (hyperactivity) disorder (ADD/ADHD) (Foss et al, 2013;Guha et al, 2008) Anxiety disorder (Foss et al, 2013) Unspecified behavioural difficulties (Gibson et al, 2002;Mazzone et al, 2008)…”

Section: Communication and Interactionmentioning

confidence: 99%

“…These technology outcomes can be divided into three categories:  Assistive Technology -e.g. communication devices (de Faria Borges et al, 2014;Hornof, 2009;Sampath et al, 2013;Tarrin et al, 2006), support systems (Ruland et al, 2008;Wärnestål et al, 2014), rehabilitation devices (Allsop et al, 2009), pupil consultation software (Gibson et al, 2002), seating systems (Rigby et al, 2006).  Educational Technologye.g.…”

Section: Table 2 -Overview Of Different Types Of Needs Within Researcmentioning

confidence: 99%

“…This makes the process much less transparent to the children, an issue pointed out by Read et al (2014), and is often not reported in any detail within the literature, making it difficult to understand exactly what impact children's involvement has had on the final technology output. This is reflected in the SEND literature that has been reviewed for this paper, with many of the projects unclear about how the children's contributions were actually used (Al-Wabil et al, 2010;Allsop et al, 2009;Benton et al, 2012Benton et al, , 2014Benton & Johnson, 2013;Culén et al, 2013;Foss et al, 2013;Grawemeyer et al, 2012;Guha et al, 2008;Henderson et al, 2005;Holone & Herstad, 2013;Hornof, 2009;Hourcade et al, 2012;Hussain, 2010;Iversen et al, 2007;Larsen & Hedvall, 2012;McElligott & van Leeuwen, 2004;Millen et al, 2010Millen et al, , 2011Parsons & Cobb, 2014;Piper et al, 2006;Potter et al, 2011;Rigby et al, 2006;Ruland et al, 2008;Sampath et al, 2013;Sánchez & Flores, 2004;Slegers et al, 2010;Tarrin et al, 2006;van Rijn & Stappers, 2008).…”

Section: Figure 2 -An Underlying Dimension Of Children's Role In the mentioning

confidence: 99%

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Widening participation in technology design: A review of the involvement of children with special educational needs and disabilities

Benton¹,

Johnson

2015

International Journal of Child-Computer Interaction

112

102

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This article presents a review of the design methods and techniques that have been used to involve children with special educational needs and/or disabilities (SEND) in the technology design process. Situating the work within the established child-computer interaction research sub-field of participatory design, we examine the progress that has been made in relation to the participation of this specific child population. An extensive review of the literature in this area has been undertaken and we describe the different roles, responsibilities and activities that have been undertaken by both the child and adult participants within previous technology design projects. We also highlight the different types of outcome from this previous work involving children with SEND, exploring the impact the children's participation has had on both the resulting technology as well as the impact on the child participants themselves. Finally we conclude this review with a set of reporting recommendations for technology designers and researchers aiming to involve this population in future technology design projects.

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Section: Communication and Interactionmentioning

confidence: 99%

Section: Table 2 -Overview Of Different Types Of Needs Within Researcmentioning

confidence: 99%

Section: Figure 2 -An Underlying Dimension Of Children's Role In the mentioning

confidence: 99%

See 1 more Smart Citation

Widening participation in technology design: A review of the involvement of children with special educational needs and disabilities

Benton¹,

Johnson

2015

International Journal of Child-Computer Interaction

112

102

View full text Add to dashboard Cite

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“…How to provide communication assistance becomes a fairly vital research question for this special user group. assistive system to improve independence for people with autism spectrum disorder and [11,12] have done some research on improving social, academic or organization skills. Furthermore, there is also research for other populations such as deaf children [13] and older adults [14].…”

Section: Introductionmentioning

confidence: 99%

Exploring Multi-Modal Communication Approach for Young Children with Spinal Muscular Atrophy (SMA)

Miao

Tang

Feng³

et al. 2018

Proceedings of the 51st Hawaii International Conference on System Sciences

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Spinal Muscular Atrophy (SMA) is a rare genetic disease affecting approximately 1 in 10,000 babies, yet it is the number 1 genetic killer of infants and toddlers. Individuals with SMA, especially the most serve type I, can face great challenges in communication, environment control, and learning knowledge. Since most children with type I SMA have extremely limit muscular functionality, they cannot use regular interactive devices. In this study, we propose a multi-modal communication approach and explore various sensors and switches for SMA users. Specifically, we propose a light-weight and wireless microcontroller to process electric signals from sensors and switches. It can be paired and used in any devices which supports Bluetooth. Moreover, an interactive game and a three-phase pilot study are designed for assessing usability of various input devices.

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“…In the case of autism -especially the motor-impaired subpopulation whom we have described -visuomotor interaction is not typical, and interfaces designed for non-autistic users present obstacles to interaction. Point OutWords was designed with a touchscreen interface especially adapted to accommodate autistic motor dyspraxia [33,34] and an open-loop style of visuomotor control, in which visual feedback is not integrated into the execution of an ongoing movement [35]. Given this inability to make use of visual and proprioceptive feedback, gazing towards the target of a movement confers no advantage and in fact the perceptual load associated with direct gaze can interfere with cognitive and motor tasks necessary for successful communication [22,36,37].…”

Section: Introductionmentioning

confidence: 99%

Can Computer-Assisted Training of Prerequisite Motor Skills Help Enable Communication in People with Autism?

Belmonte¹,

Weisblatt²,

Rybicki³

et al. 2016

2016 International Conference on Interactive Technologies and Games (ITAG)

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Abstract-Our and others' research indicates that in fully a third of people with autism who lack communicative speech, the communication deficit may actually be a deficit in motor skills necessary to move the mouth and the vocal tract. These individuals have difficulties in fine, gross and especially oral motor skills, and a disparity between impaired expressive language and relatively intact receptive language: that is to say, they can listen but not speak. Because involvement in research and receipt of the fullest educational, occupational and other services demands ability to interact verbally and to control one's movements and actions, these people get the short end of the stick when it comes to scientific enquiry and pedagogic and therapeutic practice.Point OutWords, tablet-based software designed in collaboration with autistic clients and their communication therapists, exploits the autistic fascination with parts and details to motivate attention to learning manual motor and oral motor skills essential for communication. Along the way, autistic clients practise pointing and dragging at objects, then pointing at sequences of letters on a keyboard, and even speaking the syllables represented by these letters. Whereas many teaching and learning strategies adapted from methods for non-autistic people end up working against autistic cognition by asking people with autism to do what they cannot easily do, Point OutWords works with autistic cognition, by beginning from the autistic skill at manipulating parts and details. Users and their parents or guardians can opt into collection of data on motor interactions with Point OutWords; these internal measures of motor skills development are complemented by external, standardised tests of motor, oral motor and communicative development. These quantitative measures are collected alongside reports on Point OutWords's acceptability to users, and users' fidelity to a recommended treatment regime, so as to evaluate feasibility of a larger randomised controlled trial.

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Assistive technology for children with autism - lessons for interaction design

Cited by 34 publications

References 16 publications

Widening participation in technology design: A review of the involvement of children with special educational needs and disabilities

Widening participation in technology design: A review of the involvement of children with special educational needs and disabilities

Exploring Multi-Modal Communication Approach for Young Children with Spinal Muscular Atrophy (SMA)

Can Computer-Assisted Training of Prerequisite Motor Skills Help Enable Communication in People with Autism?

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