Abstract
The use of technology-based interventions for ameliorating ASD core deficits has been growing in popularity. However, limited technologies are available that can help children with autism (aged 6 to 11) cope with changes, and these do not typically incorporate the methods used or recommended by practitioners. This project addressed this gap through the design, development and evaluation of a prototype app to support children with ASD overcome their difficulties with changes. The researchers report on preliminary work in developing this app, in which they decided not to involve children with ASD before getting some evidence that the app may be useful and suitable for them. Therefore, the design at this stage was informed by the research literature and design studies involving typically developing (TD) children, practitioners and researchers. The evaluation studies revealed that: 1) the app is easy to use; 2) the activities are perceived as fun and engaging; 3) the app may be suitable for children with ASD.
TopBackground
Individuals on the spectrum do not differ in terms of outer appearance from the typically developing individuals, but they show peculiarities in terms of social interaction, behaviour and communication. Children on the spectrum find it very difficult to develop social skills and they usually isolate themselves (APA, 2013). The relationships with others are limited or absent and they demonstrate deficiency to engage in activities with peers (Schopler & Mesibov, 2013). They may also have communication difficulties which can range from those involving non-verbal communication to language impairments (APA, 2013). In general, autistic people may struggle to initiate and sustain a conversation and language subtleties, such as verbal expressions or jokes, are not easily understood (Spence et. al., 2004). Many individuals with autism demonstrate repetitive patterns of behaviour and interests, such as stereotyped body movements, repetitive speech, continuous use of parts of objects (i.e. spinning the wheels of a toy car), rigid and atypical interests and strong attachment to routines (APA, 2013). As a result, if changes occur, they may cause challenging behaviours such as aggression, self-injurious behavior, tantrums, or non-compliance (APA, 2013).
Key Terms in this Chapter
Social Stories: A primary intervention for children with autism firstly introduced by Carol Gray. They represent small stories that describe certain situations, events or activities based on 10 criteria.
Autism Spectrum Disorder (ASD): A lifelong neurodevelopmental disorder characterized by deficits in social interaction and communication combined with repetitive patterns of behaviour and interests, including resistance to change.
Thematic Analysis: Qualitative analysis approach usually applied to text, which involves identifying, analysing and discussing themes in the data.
User-Centered Design (UCD): Framework in which the users are involved throughout the design process via a variety of research and design techniques, with the aim to create usable and accessible software that meets their needs.
Visual Activity Schedules: Graphically represented sequences of events which can prepare an individual for one or more future activities or their steps.
Software Prototyping: Software development activity involving the building of prototypes (incomplete versions of the software to be developed), which can be evaluated with users, checked for conformance with requirements and used to decide on the accuracy of the initial project plans.