Interactive visual supports for children with autism
Interactive visual supports for children with autism
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DOI：
10.1007/s00779-010-0294-8
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发表时间：
2010-10-01
影响因子：
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通讯作者：
Yeganyan, Michael
中科院分区：
文献类型：
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作者：
Hayes, Gillian R.;Sen Hirano;Yeganyan, Michael
支持自闭症儿童的干预措施通常包括使用视觉支持，这是促进学习和产生语言的认知工具。尽管视觉支持在帮助减少自闭症的许多挑战方面是有效的，但它们的创建、分发和使用是困难和耗时的。在本文中，我们提出了一项定性研究的结果，该研究的重点是揭示交互式视觉支持的设计准则，这些设计准则将解决当前工具和实践中固有的许多挑战。我们提出了三个原型系统，通过使用大型群显示、移动个人设备和个人记录技术来解决这些设计挑战。我们还描述了与这些原型相关的干预措施，以及围绕这些干预措施的两个焦点小组讨论的结果。我们提出了视觉支撑的进一步设计指导，并讨论了其设计中固有的张力。
Interventions to support children with autism often include the use of visual supports, which are cognitive tools to enable learning and the production of language. Although visual supports are effective in helping to diminish many of the challenges of autism, they are difficult and time-consuming to create, distribute, and use. In this paper, we present the results of a qualitative study focused on uncovering design guidelines for interactive visual supports that would address the many challenges inherent to current tools and practices. We present three prototype systems that address these design challenges with the use of large group displays, mobile personal devices, and personal recording technologies. We also describe the interventions associated with these prototypes along with the results from two focus group discussions around the interventions. We present further design guidance for visual supports and discuss tensions inherent to their design.