Interdisciplinary perspectives on designing, understanding and evaluating digital technologies for autism

Abstract

Purpose-Interdisciplinary perspectives and collaboration in technology research are regarded as vital for producing effective and usable solutions that meet real needs. This short paper draws upon the fifth seminar in an Economic and Social Research Council funded series in the UK on 'Innovative Technologies for Autism'. This seminar focused on the contributions that different disciplines can make to the field of autism and technology, and offers some interesting avenues for future research. Design/methodology/approach-A synthesis of key messages from the speakers' talks is presented, interspersed with comments and observations from delegates which were written on post-it notes during the day and shared amongst the group. Findings-Interdisciplinarity can be conceptualised in many different ways and is not simply about academic contributions. Collaborative research involving genuine stakeholder participation can provide fertile grounds for respecting and exploring individual differences and needs. Investigating the uses of existing technologies as well as developing innovative ideas and prototypes through inclusive design are important avenues for future research. Originality/value-This paper offers a rare glimpse into a range of perspectives within a broad field of research and draws out some important connections between these different viewpoints. There are valuable avenues for collaboration and further exploration that would extend research in productive ways.

Two sides of the same coin: accessibility practices and neurodivergent users' experience of extended reality

“…As stated by Das et al (2021), "access does not reside in the specific features of a technology but instead is created through interaction between people and technology in particular contexts and at particular moments in time". Thus, the key to accessible design of XR experiences lays in collective conversations that "get people involved in design process" (DP4) and promote sharing knowledge about the needs of neurodivergent users and their importance (Parsons et al, 2017). These findings align with the broader calls for increasing Participatory Action Research in the context of autism and neurodivergence to promote agency and ensure that research conducted in academia and industry matches the priorities of neurodivergent communities (Chown et al, 2017;Costley et al, 2022).…”

“…(2021), “ access does not reside in the specific features of a technology but instead is created through interaction between people and technology in particular contexts and at particular moments in time ”. Thus, the key to accessible design of XR experiences lays in collective conversations that “ get people involved in design process ” (DP4) and promote sharing knowledge about the needs of neurodivergent users and their importance (Parsons et al. , 2017).…”

Listening to young people with autism: learning from researcher experiences

“…Research exploring how technology and the internet could transform research relationships with autistic populations emphasise that technology may alleviate somewhat the discomfort of talking to someone face-to-face (Brosnan & Gavin 2015). It can also offer a different and more flexible pace of communication (Benford & Standon 2009), as well as opportunities for permanent text, pictures or video, which participants and researchers can revisit to aid communication, collaboration, and understanding of abstract topics (Guldberg, Parsons, Porayska-Pomsta, & Keay-Bright 2017;Parsons 2015;Parsons, Yuill, Brosnan, & Good 2017).…”

“A child with autism only has one childhood”: main themes and questions for research from the “Digital Bubbles” seminar series

“…Beyond the nature of digital technologies as facilitative tools were core principles for research and researchers that emerged from the presentations and discussions at the previous six seminars. First, there was a strong message about the need to “look up and outwards” with regard to technology use and development for people with autism (particularly inspired by Yvonne Rogers’ talk at the fifth seminar, see Parsons et al , 2017). This principle related both to researchers who are encouraged to consider wider perspectives from outside their own disciplinary bubbles, and also to how technologies can support engagement and creativity in a variety of ways.…”