Tangible user interfaces and social interaction in children with autism

Tangible User Interfaces (TUIs) offer the potential for new modes of social interaction for children with Autism Spectrum Conditions (ASC). Familiar objects that are embedded with digital technology may help children with autism understand the actions of others by providing feedback that is logical and predictable. Objects that move, playback sound or create sound – thus repeating programmed effects – offer an exciting way for children to investigate objects and their effects. This thesis presents three studies of children with autism interacting with objects augmented with digital technology. Study one looked at Topobo, a construction toy augmented with kinetic memory. Children played with Topobo in groups of three of either Typically Developing (TD) or ASC children. The children were given a construction task, and were also allowed to play with the construction sets with no task. Topobo in the task condition showed an overall significant effect for more onlooker, cooperative, parallel, and less solitary behaviour. For ASC children significantly less solitary and more parallel behaviour was recorded than other play states. In study two, an Augmented Knights Castle (AKC) playset was presented to children with ASC. The task condition was extended to allow children to configure the playset with sound. A significant effect in a small sample was found for configuration of the AKC, leading to less solitary behaviour, and more cooperative behaviour. Compared to non-digital play, the AKC showed reduction of solitary behaviour because of augmentation. Qualitative analysis showed further differences in learning phase, user content, behaviour oriented to other children, and system responsiveness. Tangible musical blocks (‘d-touch’) in study three focused on the task. TD and ASC children were presented with a guided/non-guided task in pairs, to isolate effects of augmentation. Significant effects were found for an increase in cooperative symbolic play in the guided condition, and more solitary functional play was found in the unguided condition. Qualitative analysis highlighted differences in understanding blocks and block representation, exploratory and expressive play, understanding of shared space and understanding of the system. These studies suggest that the structure of the task conducted with TUIs may be an important factor for children’s use. When the task is undefined, play tends to lose structure and the benefits of TUIs decline. Tangible technology needs to be used in an appropriately structured manner with close coupling (the distance between digital housing and digital effect), and works best when objects are presented in familiar form

More-than-verbal dialogues: Exploring communication in families of young people on the autism spectrum

Within a social, political and educational narrative of stigma and exclusion relating to autism, this study engaged an autoethnographic participatory action research (APAR) approach to explore communication in families of young people on the autism spectrum. By engaging in collaborative learning within and between five families, the research process centred autistic young people in their families as co-researchers. Through communicative action and enaction, families explored what communication looked like in their family. Mothers established a collaborative learning group. Across a 10-month period they met and discussed communication, reflecting on their family communication interactions. These meetings and reflective journals, which held artefacts from young people and stories and reflections on family communication interaction, provided our data. Through this research assemblage of words, bodies, families and homes we recognised the more-than-verbal dialogues of embodied and enmeshed communication interactions. Analysis exposed the importance of communicative space as a catalyst to the inclusion of embodiment, connections and self-narrative of autistic young people in communicative enaction. Homes provided liminal spaces of mutual becoming through enacting collaborative learning

Fluye Esencia: An Embodied Exploration of Cellular Awareness

The purpose of this thesis is to explore and embody the process of cellular awareness as described in a variety of somatic works including, but not limited to, Body-Mind Centering and Continuum Movement. The discussion focuses on how cellular awareness can be developed through the use of imagination, visualization, and cellular sensing and attention via breath, movement, and sound. This cellular awareness can support a greater sense of self and a greater sense of vitality, stability, potential and connectedness between self, society, and universe. Cellular awareness is a relevant practice for dance/movement therapists in that the process promotes fuller embodiment and empowers the therapist to attune to kinesthetic subtleties (such as restriction or positive change) that occur at the cellular level in clients\u27 therapeutic processes. Furthermore, modeling this form of embodiment can help clients feel contained and safe enough to begin reconnecting with their bodies and explore the benefits of knowing the Self at the most fundamental level

Mechanisms for collaboration: a design and evaluation framework for multi-user interfaces

Multi-user interfaces are said to provide “natural” interaction in supporting collaboration, compared to individual and noncolocated technologies. We identify three mechanisms accounting for the success of such interfaces: high awareness of others' actions and intentions, high control over the interface, and high availability of background information. We challenge the idea that interaction over such interfaces is necessarily “natural” and argue that everyday interaction involves constraints on awareness, control, and availability. These constraints help people interact more smoothly. We draw from social developmental psychology to characterize the design of multi-user interfaces in terms of how constraints on these mechanisms can be best used to promote collaboration. We use this framework of mechanisms and constraints to explain the successes and failures of existing designs, then apply it to three case studies of design, and finally derive from them a set of questions to consider when designing and analysing multi-user interfaces for collaboration

Connections Through Movement: A Case Study of an Adolescent Boy with Autism Spectrum Disorder

This thesis uses a case study format to examine the use of dance/movement therapy with an adolescent boy with Autism Spectrum Disorder (ASD). It provides background information on ASD and the effectiveness of dance/movement therapy with this population. The case material focuses on forming a trusting relationship, discusses specific movement activities and approaches, and evaluates the child’s progress throughout the movement sessions. Children with disabilities often need extra support from their families when growing up. Specifically, children with Autism Spectrum Disorder (ASD) have difficulties forming relationships and changing repetitive behaviors. Utilizing dance/movement therapy techniques and movement analyses, children with ASD can expand on movement qualities, engagement and affect

Characteristics of Individuals with Autism Spectrum Disorder: Supporting Increased Eye Contact

One of the most beautiful realities is the fact that no two people on this earth are exactly the same. Everyone has their own unique fingerprint, experiences, personality, strengths, and weaknesses. For people with Autism Spectrum Disorder, the same concept applies. Each case is different because each child is different. While this is inherently true, research shows that many people with ASD struggle with the same or similar social skills, with lack of eye contact being a prevalent issue. This social deficit will inherently affect individual’s ability to read social cues, regulate real world interactions, make connections, build intimate relationships with others, and possibly succeed in a future occupation. There is a need to inform of the different characteristics of an individual with ASD; provide family members, teachers, and caregivers an understanding of the challenges that individuals with ASD experience with eye contact in order to develop a sensitivity towards the individual; expand on the importance of increasing skill with eye contact; and to provide evidence-based strategies to support the increase of eye contact in individuals with ASD. While eye contact may seem to be an insignificant skill to focus on, it opens the door to relational, occupational, and social learning opportunities

Implementing a Least-Restrictive Environment in a Movement-Education Camp for Children and Youth with Autism/PDD

Produced by The Center on Disability Studies, University of Hawai'i at Manoa, Honolulu, Hawai'i and The School of Social Sciences, The University of Texas at Dallas, Richardson, Texas for The Society for Disability Studies

Embodying God\u27s Full Welcome: A Theology and Praxis of Hospitality Toward Families Affected by Autism

Autism is the fastest growing cognitive disorder in the world, yet many of the families affected do not feel supported or welcomed by their faith communities. A congregation that cultivates a robust theology and praxis of hospitality—one that invites people to consider God’s full welcome, and their place as guests in his kingdom—will provide a path of formation that results in a supportive, safe, and collaborative space that includes families affected by autism. This dissertation will address the ministry opportunity by first articulating a clear understanding of the existing need. A biblical background of God’s hospitable nature will provide a concrete rationale for church leaders to consider as they reflect on this need. Section two will highlight how this need is being addressed in other arenas and how churches can learn from these successes and shortcomings. Consideration will also be given to potential questions and hesitations that arise regarding this topic. In section three, a detailed outline of the formational journey of hospitality will be presented. This journey is the proposed solution to this ministry opportunity. As people participate in the spiritual discipline of God’s welcome, they are more aware of their place as guests and their role as hosts. The collaborative nature of God’s kingdom is more clearly understood, which allows for authentic relationships rather than transactional exchanges. Sections four and five will outline and expound on the artifact that accompanies this statement, a proposal for a leadership-specific book titled, Transformative Hospitality: How Welcoming Those Affected by Autism Can Change a Community. This book will provide biblical support for church leaders to craft an inclusive theology of hospitality that extends beyond the neurotypical members of their congregations. The goal of this statement, the artifact, and the work that follows is the collective embodiment of God’s welcome that includes individuals and families affected by conditions like ASD and that invites them fully into fellowship, worship, and ministry

Supporting Collaborative Learning in Computer-Enhanced Environments

As computers have expanded into almost every aspect of our lives, the ever-present graphical user interface (GUI) has begun facing its limitations. Demanding its own share of attention, GUIs move some of the users\u27 focus away from the task, particularly when the task is 3D in nature or requires collaboration. Researchers are therefore exploring other means of human-computer interaction. Individually, some of these new techniques show promise, but it is the combination of multiple approaches into larger systems that will allow us to more fully replicate our natural behavior within a computing environment. As computers become more capable of understanding our varied natural behavior (speech, gesture, etc.), the less we need to adjust our behavior to conform to computers\u27 requirements. Such capabilities are particularly useful where children are involved, and make using computers in education all the more appealing. Herein are described two approaches and implementations of educational computer systems that work not by user manipulation of virtual objects, but rather, by user manipulation of physical objects within their environment. These systems demonstrate how new technologies can promote collaborative learning among students, thereby enhancing both the students\u27 knowledge and their ability to work together to achieve even greater learning. With these systems, the horizon of computer-facilitated collaborative learning has been expanded. Included among this expansion is identification of issues for general and special education students, and applications in a variety of domains, which have been suggested