适用于自闭症儿童提升认知能力的桌面交互式系统的研究与设计

世界疾病预防控制中心(CDC)在2020年的调查数据调查指出，约54名儿童中有1名被诊断出患有自闭症。一直以来，针对于自闭症儿童的认知学习干预主要是治疗师参与的一些相对传统的方法。但是自闭症儿童由于神经受损而表现出的认知障碍、对物品兴趣、 言语障碍和重复刻板行为等特点以至于真人参与的传统方法对他们没有很好的效果。国外的少量研究表明使用技术代替真人帮助自闭症儿童具备一定的潜力，但利用实体互动技术来帮助自闭症儿童进行认知学习尚缺乏系统的研究工作，也有很多科学问题亟待解决。针对上述问题，本项目从自闭症儿童的行为特征研究、认知理论知识的创新设计、互动技术集成与方案验证等三个方面开展研究工作。力求在利用实体互动技术帮助自闭症儿童的认知训练方面取得创新性成果，为治疗师更有效的干预提供理论依据和技术支撑，对加强互动技术运用于自闭症儿童的认知发展具有重要意义。

The World Center for Disease Control and Prevention (CDC) survey data in 2020 pointed out that 1 out of 54 children has been diagnosed with autism. For a long time, cognitive learning interventions for children with autism are mainly relatively traditional methods involving therapists. However, children with autism have such characteristics as cognitive impairment, interest in objects, speech impairment, and repetitive, stereotyped behaviours due to neurological damage. The traditional methods of real people's participation are not very effective for them. A few studies showed that using technology instead of real people to help autistic children has a certain potential. However, tangible interaction technology to help autistic children in cognitive learning still lacks systematic research work, and many scientific problems need to be solved urgently. In response to the above problems, this project carried out research work from three aspects: the study of behavioural characteristics of children with autism, the innovative design of cognitive theoretical knowledge, the integration of interactive technology and the verification of schemes. Strive to achieve innovative results in the use of tangible interactive technology to help the cognitive training of children with autism, provide theoretical basis and technical support for more effective interventions by therapists, and have the effect of strengthening the application of interactive technology to the cognitive development of children with autism significantly.