vSked: evaluation of a system to support classroom activities for children with autism
vSked: evaluation of a system to support classroom activities for children with autism
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vSked：评估支持自闭症儿童课堂活动的系统
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
Gillian R. Hayes
中科院分区：
文献类型：
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作者：
Sen H. Hirano;Michael T. Yeganyan;Gabriela Marcu;David H. Nguyen;Louanne E. Boyd;Gillian R. Hayes
视觉时间表-使用符号来表示一系列活动或步骤-已被护理人员成功地用于帮助自闭症儿童理解，结构和预测日常生活中的活动。从深入的实地考察和参与式设计会议的建设，我们开发了vSked，一个互动和协作的视觉调度系统，专为小学教室。我们在一个自闭症特定的教室里对vSked进行了为期三周的原位评估。在本文中，我们提出的设计原则，技术解决方案，并从这个成功的部署结果。vSked的使用减少了使用视觉支持所需的工作人员的工作量。vSked还改善了课堂上沟通和社交互动的感知质量和数量。
Visual schedules--the use of symbols to represent a series of activities or steps--have been successfully used by caregivers to help children with autism to understand, structure, and predict activities in their daily lives. Building from in-depth fieldwork and participatory design sessions, we developed vSked, an interactive and collaborative visual scheduling system designed for elementary school classrooms. We evaluated vSked in situ in one autism-specific classroom over three weeks. In this paper, we present the design principles, technical solution, and results from this successful deployment. Use of vSked resulted in reductions in staff effort required to use visual supports. vSked also resulted in improvements in the perceived quality and quantity of communication and social interactions in the classroom.