Developing technology for autism: an interdisciplinary approach
Developing technology for autism: an interdisciplinary approach
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DOI：
10.1007/s00779-011-0384-2
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发表时间：
2012-02-01
影响因子：
--
通讯作者：
Lemon, O.
中科院分区：
文献类型：
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作者：
Porayska-Pomsta, K.;Frauenberger, C.;Lemon, O.
我们提出了一种为患有自闭症谱系障碍(ASDS)的幼儿设计交互式多模式技术的跨学科方法。与该领域的许多其他研究人员一样，我们认为，在这一背景下开发技术的关键是接受不同学科的观点，以得出一种为所有利益攸关方提供满意结果的方法。ECHES项目为我们提供了一个开发技术增强的学习(TEL)环境的机会，该环境通过典型地发展(TD)儿童和患有自闭症谱系障碍(ASD)的儿童来促进获得和探索社交技能。Eches的方法论和学习环境在很大程度上依赖于多学科的专业知识，包括发展心理学、视觉艺术、人机交互、人工智能、教育和其他几个相关学科。在这篇文章中，我们通过确定这种方法的主要特点、好处和挑战，反思为患有自闭症的年轻用户开发TEL环境所需的方法。
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.