One Size Does Not Fit All: A Smarter Way to Develop Computer Assisted Interventions for Children with ASD
DOI:
https://doi.org/10.17083/ijsg.v2i2.63Keywords:
Autism, CAI, Ethnography, Game DevelopmentAbstract
The number of individuals seeking treatment for autism spectrum disorders (ASD) is increasing quickly and families often have difficulty accessing effective therapy. A number of computer assisted interventions (CAI) have been developed in an attempt to address these needs. However, most development of CAI has taken place in the absence of an understanding of how variability in ASD behavioral phenotypes may affect CAI effectiveness. The current effort describes the first step towards developing a framework to understand how behavioral phenotypes among those diagnosed with ASD can inform the design of CAI. Specifically, we propose a four-step methodology to better inform the design and development of such CAI. Generally, these steps involve by (1) identifying a need where CAI is appropriate, (2) identifying a technology or set of technologies that are relevant for that population, (3) identifying an appropriate population that stands to benefit from our CAI, and (4) identifying specific content to be included in our CAI. We also describe the results of an effort applying this proposed methodology for the development of our CAI.
References
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[24] Barry, M., & Pitt, I. (2006). Interaction design: a multidimensional approach for learners with autism. Paper presented at the Proceedings of the 2006 conference on Interaction design and children. DOI: 10.1145/1139073.1139086
[25] Sheinkopf, S. J., & Siegel, B. (1998). Home-based behavioral treatment of young children with autism. Journal of autism and developmental disorders, 28(1), 15-23. DOI: 10.1023/A:1026054701472
[26] Boser, K. I., Goodwin, M. S., & Wayland, S. C. (2014). Technology Tools for Students with Autism.
[27] Casas, X., Herrera, G., Coma, I., & Fernández, M. (2012). A Kinect-based Augmented Reality System for Individuals with Autism Spectrum Disorders. Paper presented at the GRAPP/IVAPP.
[28] Lord, C., & Jones, R. M. (2012). Annual Research Review: Re?thinking the classification of autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(5), 490-509. DOI: 10.1111/j.1469-7610.2012.02547.x
[29] Greaves-Lord, K., Eussen, M. L., Verhulst, F. C., Minderaa, R. B., Mandy, W., Hudziak, J. J., Hartman, C. A. (2013). Empirically based phenotypic profiles of children with pervasive developmental disorders: interpretation in the light of the DSM-5. Journal of autism and developmental disorders, 43(8), 1784-1797. DOI: 10.1007/s10803-012-1724-4.
[30] Barry, M., Kehoe, A., & Pitt, I. (2008). Usability Evaluation of Educational Game Software for Children with Autism. Paper presented at the World Conference on Educational Multimedia, Hypermedia and Telecommunications.
[2] Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, D. D. (2010). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing school failure: Alternative education for children and youth, 54(4), 275-282.
[3] Wong, C., Odom, S., Hume, K., Cox, A., Fetting, A., Kucharczyk, S., & Schultz, T. (2013). Evidence-based practices for children, youth, and young adults with autism spectrum disorder. The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group, Chapel Hill, NC. DOI:10.1080/10459881003785506
[4] Ganz, M. L. (2007). The lifetime distribution of the incremental societal costs of autism. Archives of Pediatrics & Adolescent Medicine, 161(4), 343-349. doi: 10.1001/archpedi.161.4.343
[5] Lavelle, T. A., Weinstein, M. C., Newhouse, J. P., Munir, K., Kuhlthau, K. A., & Prosser, L. A. (2014). Economic burden of childhood autism spectrum disorders. Pediatrics, 133(3), e520-e529.
[6] Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of research in education, 249-305.
[7] Stahmer, A. C., Collings, N. M., & Palinkas, L. A. (2005). Early intervention practices for children with autism: Descriptions from community providers. Focus on Autism and Other Developmental Disabilities, 20(2), 66-79. DOI: 10.1177/10883576050200020301
[8] Cidav, Z., Lawer, L., Marcus, S. C., & Mandell, D. S. (2013). Age-related variation in health service use and associated expenditures among children with autism. Journal of autism and developmental disorders, 43(4), 924-931. DOI: 10.1007/s10803-012-1637-2
[9] CMS (2011). Report on state services to individuals with autism spectrum disorders. Centers for Medicare & Medicaid Services ASD Services Project.
[10] Mandell, D. S., Xie, M., Morales, K. H., Lawer, L., McCarthy, M., & Marcus, S. C. (2012). The interplay of outpatient services and psychiatric hospitalization among Medicaid-enrolled children with autism spectrum disorders. Archives of pediatrics & adolescent medicine, 166(1), 68-73. DOI: 10.1001/archpediatrics.2011.714
[11] Andrews, G., Cuijpers, P., Craske, M. G., McEvoy, P., & Titov, N. (2010). Computer therapy for the anxiety and depressive disorders is effective, acceptable and practical health care: A meta-analysis. PLoS ONE, 5(10). DOI: http://dx.doi.org/10.1371/journal.pone.0013196.
[12] Carroll, K. M., & Rounsaville, B. J. (2010). Commentaries on Sellman (2010): Perhaps it is the dodo bird verdict that should be extinct. Addiction, 105(1), 18-20. DOI: 10.1111/j.1360-0443.2009.02833.x
[13] Kaltenthaler, E., Parry, G., Beverley, C., & Ferriter, M. (2008). Computerised cognitive-behavioural therapy for depression: Systematic review. The British Journal of Psychiatry, 193(3), 181-184. DOI: http://dx.doi.org/10.1192/bjp.bp.106.025981
[14] Kientz, J. A., Goodwin, M. S., Hayes, G. R., & Abowd, G. D. (2013). Interactive Technologies for Autism. Synthesis Lectures on Assistive, Rehabilitative, and Health-Preserving Technologies, 2(2), 1-177. DOI:10.2200/S00533ED1V01Y201309ARH004
[15] Murray, D., & Aspinall, A. (2006). Getting IT: Using information technology to empower people with communication difficulties: Jessica Kingsley Publishers.
[16] Whalen, C., Liden, L., Ingersoll, B., Dallaire, E., & Liden, S. (2006). Behavioral improvements associated with computer-assisted instruction for children with developmental disabilities. The Journal of Speech and Language Pathology-Applied Behavior Analysis, 1(1), 11-26. DOI: http://dx.doi.org/10.1037/h0100182
[17] Whalen, C., Moss, D., Ilan, A. B., Vaupel, M., Fielding, P., MacDonald, K., & Symon, J. (2010). Efficacy of TeachTown: Basics computer-assisted intervention for the intensive comprehensive autism program in Los Angeles unified school district. Autism, 14(3), 179-197. DOI: 10.1177/1362361310363282
[18] Herrera, G., Alcantud, F., Jordan, R., Blanquer, A., Labajo, G., & De Pablo, C. (2008). Development of symbolic play through the use of virtual reality tools in children with autistic spectrum disorders: Two case studies. Autism, 12(2), 143-157. DOI: 10.1177/1362361307086657
[19] Lányi, C., & Tilinger, Á. (2004). Multimedia and Virtual Reality in the Rehabilitation of Autistic Children. In K. Miesenberger, J. Klaus, W. Zagler & D. Burger (Eds.), Computers Helping People with Special Needs (Vol. 3118, pp. 22-28): Springer Berlin Heidelberg. DOI: 10.1007/978-3-540-27817-7_4
[20] Ploog, B. O., Scharf, A., Nelson, D., & Brooks, P. J. (2013). Use of computer-assisted technologies (CAT) to enhance social, communicative, and language development in children with autism spectrum disorders. Journal of autism and developmental disorders, 43(2), 301-322. DOI: 10.1007/s10803-012-1571-3
[21] Mueller, M.J. (2007) Participatory design: The third space in HCI (revised). In J. Jacko and A. Sears (eds.), Handbook of HCI 2nd Edition. Mahway NJ USA: Erlbaum.
[22] Grandin, T. (2002). Teaching tips for children and adults with autism. Fort Collins, Colorado/EUA, http://www.autism.org/temple/tips.html.
[23] van Rijn, H., & Stappers, P. J. (2008). Expressions of ownership: motivating users in a co-design process. Paper presented at the Proceedings of the Tenth Anniversary Conference on Participatory Design 2008.
[24] Barry, M., & Pitt, I. (2006). Interaction design: a multidimensional approach for learners with autism. Paper presented at the Proceedings of the 2006 conference on Interaction design and children. DOI: 10.1145/1139073.1139086
[25] Sheinkopf, S. J., & Siegel, B. (1998). Home-based behavioral treatment of young children with autism. Journal of autism and developmental disorders, 28(1), 15-23. DOI: 10.1023/A:1026054701472
[26] Boser, K. I., Goodwin, M. S., & Wayland, S. C. (2014). Technology Tools for Students with Autism.
[27] Casas, X., Herrera, G., Coma, I., & Fernández, M. (2012). A Kinect-based Augmented Reality System for Individuals with Autism Spectrum Disorders. Paper presented at the GRAPP/IVAPP.
[28] Lord, C., & Jones, R. M. (2012). Annual Research Review: Re?thinking the classification of autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(5), 490-509. DOI: 10.1111/j.1469-7610.2012.02547.x
[29] Greaves-Lord, K., Eussen, M. L., Verhulst, F. C., Minderaa, R. B., Mandy, W., Hudziak, J. J., Hartman, C. A. (2013). Empirically based phenotypic profiles of children with pervasive developmental disorders: interpretation in the light of the DSM-5. Journal of autism and developmental disorders, 43(8), 1784-1797. DOI: 10.1007/s10803-012-1724-4.
[30] Barry, M., Kehoe, A., & Pitt, I. (2008). Usability Evaluation of Educational Game Software for Children with Autism. Paper presented at the World Conference on Educational Multimedia, Hypermedia and Telecommunications.
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2015-06-17
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One Size Does Not Fit All: A Smarter Way to Develop Computer Assisted Interventions for Children with ASD. (2015). International Journal of Serious Games, 2(2). https://doi.org/10.17083/ijsg.v2i2.63
