Innovative technologies for autism: critical reflections on digital bubbles

自闭症创新技术：对数字泡沫的批判性反思

• 批准号: ES/M002624/1
• 负责人: Sarah Parsons
• 金额: $ 3.83万
• 依托单位: University of Southampton
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2014
• 资助国家: 英国
• 起止时间: 2014 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FM002624%2F1
• 关键词: Innovative; technologies; autism; critical; reflections

Autism is a lifelong condition that affects how people interact and communicate with others, and how people sense and think about the world. It is a spectrum, including people with severe learning difficulties and those with very high levels of intelligence. Diagnosis of ASC has increased, with UK estimates of at least 1 in 100 people. ASC can have negative effects on social development, relationships, access to social support, life skills, employment and independent living. However, technology is often seen as having a special attraction for people with ASC, and many technological supports (e.g. virtual reality games, apps, social robots, objects with embedded technology) have been developed to support people with ASC. Technology use in typically-developing people has been subject to dire warnings in the press about the ways it is cutting people off from social contact, into 'digital bubbles'. The same anxieties have been expressed about the use of technology in autism: will it increase social isolation, or does it provide a way of engaging with other people in a remote way? Unfortunately, research evidence is not integrated within or between disciplines and rarely presented to stakeholders for discussion. Scientific research on this topic comes from a wide range of disciplines, including education, psychology, computer science, human-computer interaction and engineering, but these disciplines also tend to exist in their own separate bubbles. This seminar series aims to bring together different disciplines to review and critically evaluate ways that technology might support or impair the wellbeing of people with ASC, and to bring aspects of the debate to stakeholders beyond the academy, including people with ASC, families and carers, professionals and practitioners. For example, what does the current evidence tell us, how does it help us to ask more subtle questions, e.g. about the differences of remote vs. live interaction with other people, are researchers making unjustified assumptions about technology use in autism, what can the different disciplines learn from each other and how can the debate be better informed by the views of stakeholders directly involved?This series of 7 seminars will bring together academics from different disciplines and end users to address 6 core areas within the 'autism and technology' agenda: (1) Social: setting out the possible benefits and concerns in technology use in autism(2) Developmental: looking across all stages of life from infancy to old age to learn from different approaches and assumptions(3) Methods: looking at how the question is studied (e.g. controlled experiments, analysing videos of interaction, methods of evaluating what works)(4) Technologies: looking at how questions might be very different depending on the sort of technology used, and how it is used, e.g. virtual vs real-world, individual or shared, to replace or add to other approaches(5) Disciplines: how different academic approaches can contribute and challenge each other(6) Diversity: what might be learnt by looking at the use of technology to support a whole range of groups, e.g. the elderly, dementia sufferers, those with limited communication, and more broadly looking across cultures and the general population, to challenge assumptions about technology use; well designed and informed development of technology may extend benefits to all. Finally (7) we bring together all the ideas and highlight areas for future collaboration and research.

自闭症是一种终生疾病，影响人们与他人互动和交流的方式，以及人们如何感知和思考世界。这是一个范围，包括有严重学习困难的人和智力水平非常高的人。 ASC 的诊断有所增加，英国估计每 100 人中至少就有 1 人患有 ASC。 ASC 可能会对社会发展、人际关系、获得社会支持、生活技能、就业和独立生活产生负面影响。然而，技术通常被认为对 ASC 患者具有特殊的吸引力，并且已经开发了许多技术支持（例如虚拟现实游戏、应用程序、社交机器人、具有嵌入式技术的对象）来支持 ASC 患者。媒体对科技在正常发展人群中的使用提出了可怕的警告，称科技正在切断人们的社交联系，陷入“数字泡沫”。对于在自闭症中使用技术也表达了同样的焦虑：它会增加社会孤立性，还是提供一种与其他人远程互动的方式？不幸的是，研究证据没有在学科内部或学科之间整合，也很少提交给利益相关者进行讨论。关于这一主题的科学研究来自广泛的学科，包括教育、心理学、计算机科学、人机交互和工程学，但这些学科也往往存在于各自独立的泡沫中。该研讨会系列旨在汇集不同学科，审查和批判性评估技术可能支持或损害 ASC 患者福祉的方式，并将辩论的各个方面带给学院以外的利益相关者，包括 ASC 患者、家庭和护理人员、专业人士和从业者。例如，当前的证据告诉我们什么，它如何帮助我们提出更微妙的问题，例如关于与他人远程互动与现场互动的差异，研究人员是否对自闭症技术使用做出了不合理的假设？不同学科可以互相学习什么，如何更好地了解直接参与的利益相关者的观点？这一系列的 7 场研讨会将汇集来自不同学科的学者和最终用户，讨论“自闭症与技术”议程中的 6 个核心领域：(1) 社会：列出技术可能带来的好处和关注点 在自闭症中的使用(2) 发展：纵观从婴儿期到老年的各个生命阶段，从不同的方法和假设中学习(3) 方法：研究问题的研究方式（例如受控实验、分析互动视频、评估有效方法的方法）(4) 技术：研究问题可能因所使用的技术类型及其使用方式而有很大不同，例如虚拟与现实世界、个人或共享，以取代或添加其他方法(5) 学科：不同的学术方法如何相互贡献和挑战(6) 多样性：通过研究使用技术来支持整个群体（例如，社区）可以学到什么。老年人、痴呆症患者、沟通能力有限的人以及更广泛的跨文化和普通人群，挑战有关技术使用的假设；精心设计和知情的技术发展可以使所有人受益。最后 (7) 我们汇集所有想法并突出未来合作和研究的领域。

项目成果

Inclusive Computing in Special Needs Classrooms

特殊需求教室中的包容性计算

• DOI: 10.1145/3173574.3174091
• 发表时间: 2018
• 作者: Lechelt Z

ASCMEI.T. - AN ONLINE TOOL TO CAPTURE NEW DIGITAL AND TECHNOLOGICAL IDEAS AND FACILITATE THE DEVELOPMENT OF NEW PRODUCTS TO HELP INDIVIDUALS ON THE AUTISTIC SPECTRUM

ASCMEI.T。

• DOI: 10.1145/2910674.3018806
• 发表时间: 2016
• 作者: Austin L

Interdisciplinary perspectives on designing, understanding and evaluating digital technologies for autism

设计、理解和评估自闭症数字技术的跨学科视角

• DOI: 10.1108/jet-01-2017-0001
• 发表时间: 2017
• 期刊: Journal of Enabling Technologies
• 影响因子: 2.2
• 作者: Parsons S

Look up! Digital technologies for autistic people to support interaction and embodiment in the real world

抬头！

• 发表时间: 2019
• 作者: Brosnan M

'Whose agenda? Who knows best? Whose voice?' Co-creating a technology research roadmap with autism stakeholders

• DOI: 10.1080/09687599.2019.1624152
• 发表时间: 2019-06-17
• 期刊: DISABILITY & SOCIETY
• 影响因子: 2.4
• 作者: Parsons, Sarah;Yuill, Nicola;Brosnan, Mark
• 通讯作者: Brosnan, Mark