Designing Capture Applications to Support the Education of Children with Autism

Hayes, Gillian R.; Kientz, Julie A.; Truong, Khai N.; White, David R.; Abowd, Gregory D.; Pering, Trevor

doi:10.1007/978-3-540-30119-6_10

Cited by 62 publications

(49 citation statements)

References 6 publications

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“…This additional requirement seems to indicate that de-identifying children's faces would be a promising solution. However, as Hayes and Abowd [17] found with regard to video images, caregivers in this study largely reported that such images would not be useful. Thus, the intervention on which we finally settled is focused more on the home and private clinics than on use in the public school system.…”

Section: Sensecam: Automatic Recording Of Everyday Imagesmentioning

confidence: 52%

“…We made use of previous research led by the first author, including a multiyear ethnographic study of caregivers of children with autism [18], focus groups centered on children with autism spectrum disorder and their caregivers [17], and an in situ study of the deployment of a new ubiquitous computing technology for classrooms behavior management of children with special needs [19]. Building on these results, we then undertook a qualitative field study to understand the needs of students and teachers in special education classrooms with a specific focus on visual communications and education tools.…”

Section: Methodsmentioning

confidence: 99%

“…In conducting these interventions, and in fact just in caring for children with special needs in general, a major struggle for caregiver networks is keeping in touch with one another about progress, alterations to treatment, and so on [18]. We have seen in previous work that video can be a powerful tool for enabling caregiver communication and collaboration [17,19]. Additionally, pictures can support and enable new forms of communication between non-verbal children and their caregivers directly, based on evidence that non-verbal children can and do communicate via pictures already [8].…”

Section: Sensecam: Automatic Recording Of Everyday Imagesmentioning

confidence: 99%

See 2 more Smart Citations

Interactive visual supports for children with autism

Hayes

Hirano

Marcu

et al. 2010

Pers Ubiquit Comput

Self Cite

216

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Interventions to support children with autism often include the use of visual supports, which are cognitive tools to enable learning and the production of language. Although visual supports are effective in helping to diminish many of the challenges of autism, they are difficult and time-consuming to create, distribute, and use. In this paper, we present the results of a qualitative study focused on uncovering design guidelines for interactive visual supports that would address the many challenges inherent to current tools and practices. We present three prototype systems that address these design challenges with the use of large group displays, mobile personal devices, and personal recording technologies. We also describe the interventions associated with these prototypes along with the results from two focus group discussions around the interventions. We present further design guidance for visual supports and discuss tensions inherent to their design.

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Section: Sensecam: Automatic Recording Of Everyday Imagesmentioning

confidence: 52%

Section: Methodsmentioning

confidence: 99%

Section: Sensecam: Automatic Recording Of Everyday Imagesmentioning

confidence: 99%

See 1 more Smart Citation

Interactive visual supports for children with autism

Hayes

Hirano

Marcu

et al. 2010

Pers Ubiquit Comput

Self Cite

216

View full text Add to dashboard Cite

show abstract

“…The findings were that predetermined capture and access applications are not flexible enough to support the cyclical activities involved in caring for CWA, unless end users are able to iterate on the capture and access applications. Thus, it is critical that end users be involved in the process of developing capture and access applications, services and data integration processes in future applications [3]. The reasons why paper persists in the workplace of special education instead of technology for collection and use of student data is discussed in the paper of Gabriela Marcu et al (2013).…”

Section: Mobile Tools For Assessmentmentioning

confidence: 99%

Mobile Technology for Students & Adults with Autistic Spectrum Disorders (ASD)

Vlachou

Drigas

2017

Int. J. Interact. Mob. Technol.

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Abstract-This study evaluates the use and efficacy of mobile technology so as to provide assessment and treatment intervention to children and adults with Autistic Spectrum Disorders (ASD). Learning and behavioural data for assessment can be captured and interpreted through mobile technology, but the complexity of this data in special education can sometimes discourage staff from using it. Mobile technology intervention, in conjunction with ad hoc applications for ASD individuals, can contribute to the individuals' needs to a great extent. Needless to say, speech generating devices (SGDs) are very supportive tools for autistic people who mostly suffer from limited speech, especially devices which are portable. The use of mobile technology to enhance academic skills, among others, is being investigated. Although this technology is new, the autistic community has expressed its enthusiasm about it. If all parties involved, such as educators, caregivers, sufferers and families participated in the design and implementation of the appropriate apps, this could best suit ASD individuals' needs and would provide them with a better quality of life.

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“…Hence end-user programming is a challenging field, and so far has been very little studied among mobile handheld devices. Automated capture has been investigated in [6], and its usage linked to end-user programming in [16].…”

Section: Introductionmentioning

confidence: 99%

Interaction and End-User Programming with a Context-Aware Mobile Application

Häkkilä¹,

Korpipää²,

Ronkainen³

et al. 2005

Human-Computer Interaction - INTERACT 2005

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Abstract. In this paper we present the user interface design and evaluation of a tool for customizing mobile phone applications with context-aware features. The tool enables the user to program a set of context-action rules, defining the behavior of the device when a selected context is recognized and/or some other user-defined conditions are met. The tool user interface design is described starting from an early paper prototype and its evaluation, leading to a functional software implementation in a mobile phone. Finally, the usability evaluation of the functional prototype, and other relevant findings from the user test, are presented.

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Designing Capture Applications to Support the Education of Children with Autism

Cited by 62 publications

References 6 publications

Interactive visual supports for children with autism

Interactive visual supports for children with autism

Mobile Technology for Students & Adults with Autistic Spectrum Disorders (ASD)

Interaction and End-User Programming with a Context-Aware Mobile Application

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