Developing technology for autism: an interdisciplinary approach

  • Authors:

  • K. Porayska-Pomsta;C. Frauenberger;H. Pain;G. Rajendran;T. Smith;R. Menzies;M. E. Foster;A. Alcorn;S. Wass;S. Bernadini;K. Avramides;W. Keay-Bright;J. Chen;A. Waller;K. Guldberg;J. Good;O. Lemon

  • Affiliations:

  • Institute of Education, University of London, London, UK WC1N 3QS;University of Sussex, East Sussex, UK;Edinburgh University, Edinburgh, Scotland, UK;University of Strathclyde, Glasgow, Scotland, UK;Birkbeck College, University of London, London, UK;University of Dundee, Dundee, Scotland, UK;Heriott Watt University, Edinburgh, Scotland, UK;Edinburgh University, Edinburgh, Scotland, UK;Centre for Brain and Cognitive Development, School of Psychological Sciences, Birkbeck College, University of London, London, UK;Institute of Education, University of London, London, UK WC1N 3QS;Institute of Education, University of London, London, UK WC1N 3QS;University of Wales Institute, Cardiff, Wales, UK;Edinburgh University, Edinburgh, Scotland, UK;University of Dundee, Dundee, Scotland, UK;University of Birmingham, Birmingham, UK;University of Sussex, East Sussex, UK;Heriott Watt University, Edinburgh, Scotland, UK

  • Venue:
  • Personal and Ubiquitous Computing
  • Year:
  • 2012

Quantified Score

Hi-index 0.00

Visualization

Abstract

We present an interdisciplinary methodology for designing interactive multi-modal technology for young children with autism spectrum disorders (ASDs). In line with many other researchers in the field, we believe that the key to developing technology in this context is to embrace perspectives from diverse disciplines to arrive at a methodology that delivers satisfactory outcomes for all stakeholders. The ECHOES project provided us with the opportunity to develop a technology-enhanced learning (TEL) environment that facilitates acquisition and exploration of social skills by typically developing (TD) children and children with autism spectrum disorders (ASDs). ECHOES' methodology and the learning environment rely crucially on multi-disciplinary expertise including developmental psychology, visual arts, human---computer interaction, artificial intelligence, education, and several other cognate disciplines. In this article, we reflect on the methods needed to develop a TEL environment for young users with ASDs by identifying key features, benefits, and challenges of this approach.