Model playground for autistic children: teaching social skills through tangible collaboration
Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
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Model playground for autistic children : teaching social skills through tangible collaboration. / Castro, Thais; Castro, Alberto; Lima, David; Bjørn, Pernille.
2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2017. p. 441-445.Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
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TY - GEN
T1 - Model playground for autistic children
AU - Castro, Thais
AU - Castro, Alberto
AU - Lima, David
AU - Bjørn, Pernille
N1 - Conference code: 17
PY - 2017
Y1 - 2017
N2 - Children with autism often have difficulties in learning the social skills and norms of peer social interaction, which severely affect and limit their social lives. Aiming at addressing this issue, through design, we developed a digital-analogue model playground to help them understand and cope with the socially difficult situations experienced when they go to a physical playground to interact with peers. Based on therapists and parents' insights, we created the model playground with built in collaborative protocols providing immediate feedback to the children in terms of acceptable and unacceptable behaviour. Our design artefact was evaluated in a rehabilitation clinic for autistic children and demonstrates promising potential for digital-analogue devices as useful resources training peer social interaction. Our findings document that digital-analogue design devices can facilitate the development of social skills and norms through peer learning activities amongst children with autism.
AB - Children with autism often have difficulties in learning the social skills and norms of peer social interaction, which severely affect and limit their social lives. Aiming at addressing this issue, through design, we developed a digital-analogue model playground to help them understand and cope with the socially difficult situations experienced when they go to a physical playground to interact with peers. Based on therapists and parents' insights, we created the model playground with built in collaborative protocols providing immediate feedback to the children in terms of acceptable and unacceptable behaviour. Our design artefact was evaluated in a rehabilitation clinic for autistic children and demonstrates promising potential for digital-analogue devices as useful resources training peer social interaction. Our findings document that digital-analogue design devices can facilitate the development of social skills and norms through peer learning activities amongst children with autism.
KW - development of social ability
KW - inclusive learning
KW - Peer interaction
UR - http://www.scopus.com/inward/record.url?scp=85030243344&partnerID=8YFLogxK
U2 - 10.1109/ICALT.2017.144
DO - 10.1109/ICALT.2017.144
M3 - Article in proceedings
AN - SCOPUS:85030243344
SP - 441
EP - 445
BT - 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT)
PB - IEEE
Y2 - 3 July 2017 through 7 July 2017
ER -
ID: 188445710