Thèses : « Design for autism »

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Abdun-Nur, Roy D. « School for Autism - Responding to Autism ». VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3836.

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Schools can often be overstimulating environments for children with autism. Creating a space where these children can thrive is what this project explored. The site used for this exploration was the Lewis Ginter Recreation Association on the north end of Richmond, VA. Children with autism have very sensitive needs, so exploring these needs within the context of an educational setting provided for an in-depth journey into the lives of those affected by autism.

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King, Chelsey. « Therapeutic schoolyard : design for children with autism ». Kansas State University, 2012. http://hdl.handle.net/2097/13657.

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Master of Landscape Architecture
Department of Landscape Architecture/Regional and Community Planning
Mary Catherine (Katie) Kingery-Page
It is estimated by the Center for Disease Control and Prevention that approximately 1 in every 88 children are diagnosed with some level of autism or various degrees of Pervasive Developmental Disorders (2012). Pervasive Developmental Disorders are commonly referred to as Autism Spectrum Disorders (and hereafter referred to as autism). Many children with autism have difficulty communicating, must cope with their disorder, and may need special considerations in the classroom. Needs of children with autism vary from child to child, but they all can benefit from environments that are designed with awareness of challenges and characteristics associated with autism. Schoolyards commonly contain asphalt, turf, and traditional play structures that do not take into consideration the needs of children with mental or physical disabilities. However, schoolyards can be designed to provide therapeutic benefits on these children without segregating them from the larger school community. In order to understand how a schoolyard might be designed as a therapeutic environment for children with autism the challenges, needs, and common therapies for children with autism must be understood. The characteristics of therapeutic landscapes for children must be considered in addition. After examining both therapeutic landscapes and the many facets of autism, the researcher applied lessons learned to the design of a schoolyard master plan for Amanda Arnold Elementary School in Manhattan, Kansas.

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South, Grant T. « Reimaging Autism : Building Strength-Based Approaches to Autism Social Work using Design-Based Research ». Thesis, Griffith University, 2020. http://hdl.handle.net/10072/399430.

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Autism Spectrum Disorder (ASD) or autism, is often misrepresented and misunderstood by social workers, other professionals and community stakeholders who may hold antiquated views, or outdated knowledge. This is evidenced through the commonly repeated deficit-biased view of autism as a singular distinct genetic “disorder”, impacting on an individual’s neurodevelopment in undesired ways with varying degrees of severity and infliction. This view often exemplifies the sole source of informed knowledge regarding autism. In contrast, recent neurogenetic research advances that autism is a multiplicity of genetic changes unique to each individual. Further, as mentioned by Casanova (2019), autism-genes are very old, so ancient they are shared across species and have been involved in the processes of adaptation, development and evolution. Additionally, as advanced by Polimanti & Gelernter (2017), autism-genes have undergone natural selection across human societies throughout human evolutionary history due to their various cognitive enrichments. Recent research in neuropsychiatry and neuropsychology reports unique autism-associated cognitive strengths. Autists, particularly children, often demonstrate non-linear developmental trajectories that continue to grow with greater experience, maturity and opportunity. The purpose of this doctoral research has been to embrace these multidisciplinary findings as new professional knowledge for autism-focused strengths-based practice. This has been undertaken through an exploration of reported lived experience, and related psycho-physical, socio-cultural and socio-economic life-domains, in the development of a holistic ecological strengths-based prototype. To the best of my knowledge, this study has broken new ground through its use of design-based research (DBR) in social work doctoral research. Modified use of DBR for doctoral studies has been followed, limited to its first two phases, the first phase, a needs and context analysis and the second phase of prototyping new design. The prototype model is intended to be evaluated and further refined in its design through the third DBR phase undertaken as post-doctoral research. The study’s initial needs and context analysis included consultation with an expert panel and collaborative discussion with a group of experienced social work colleagues currently working in disability support services. The prototyping design phase included two iterations of DBR. The first iteration featured as Study 1 undertook a meta-ethnography of eight purposely selected case studies drawn from the self-reported experiences of successful Autists available in the public domain. The second iteration featured as Study 2 undertook applied thematic analysis of collected data from twelve recruited participants representing three distinct stakeholder groups. Group-1 consisted of four adult Autists, 18+ years of age, with a diagnosis of an autism spectrum condition reportedly in the normal to gifted IQ range. Group-2 consisted of four adult family group participants, two of whom were parents of two Autist Group Participants. Group-3 consisted of four social workers with experience in autism support. The second iteration data (Study 2) was collected using two developed research tools, a short survey, and an in-depth semiformal interview guided by ten open questions. Collected data of both iterations were coded using NVivo 11 and NVivo 12 software, respectively. The findings of the first iteration (Study 1) revealed that four developmental themes were shared across the eight selected case studies: early special interests; self-awareness; development of personal strategies; and convergence of these three with social opportunity. The themes identified in the first iteration were instrumental in drafting design principles for the second iteration. The findings of the second iteration (Study 2) revealed that all stakeholder participants recognised that Autists possess intrinsic strengths, which can lead to the development of talents, abilities and skills for their potential employment or the creation of cultural products. The findings of the first and second iteration further revealed various design elements that shaped the study’s two design artefacts. This doctoral study concludes that reimaging autism as a strengths-based psychosocial approach would be beneficial for Autists, their family members, and the wider community. It is recommended that new professional knowledge of autism and strengths-based practice be integrated into social work education and disability studies. A recommendation of the doctoral study is a two-way approach to community development through relationship-building between Autists with special interests that can be crafted via education and vocational training as employable skills via linkage with experienced mentors, instructors or local groups possessing relatable skills and interests in their community. Experienced mentors and instructors may potentially include semi-retired or active retired community members possessing skills in the professions, trades or arts who seek to maintain their community participation. A further recommendation is that strengths-based knowledge of autism is reflected in the development of new social policy and practice in the areas of equity, diversity, and social justice for improved health, education and training, housing, employment, and criminal justice outcomes.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Human Serv & Soc Wrk
Griffith Health
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Selvam, Shruthi. « Nature based Playground, Design for Children with Autism ». Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/84943.

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Recent studies and research demonstrate the importance of play and play-based learning. There are many articles that have shown that play is an essential component of a child's development. Play-based learning is even more important for children with disabilities. Without play, special needs children may develop learning deficits that complicate the disabilities they are already experiencing. The benefits of play are inextricably related to the environments in which it occurs. Play environments need to be carefully designed to ensure that children are able to realize the full benefits of play. In the United States, public play areas are abundant. However, do these play areas stimulate the development of children? Have they been designed to be inclusive to those with special needs? The need to have play areas that are truly accessible is further amplified by recent statistics, which show that there is an upward trend in the number of U.S. students with disabilities. Consequently, there is a significant need for play spaces that are stimulating and inclusive to children of all abilities. This paper highlights the importance of play, play environments, and disability play. It provides an overview of disabilities in children and their effects on play. It critically examines the current state of play in America. Based on literature review, historical information, and critical analyses of existing play areas, this paper advocate for nature-based playgrounds. Through the design of a play landscape that is nature-based and inclusive to children with Autism, this paper demonstrates significant advantages of nature-based inclusive play space design and advocates for such play spaces over traditional play spaces designed with man-made materials.
Master of Landscape Architecture

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Silva, Cátia Sofia Morgado Rafael. « Design de produto para crianças autistas ». Master's thesis, Faculdade de Arquitectura de Lisboa, 2011. http://hdl.handle.net/10400.5/4695.

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Tese de Mestrado em Design de Produto
A presente dissertação trata uma investigação teórico-prática na área de Design de Produto com o objectivo principal de formular um conceito de produto para crianças autistas, procurando indicadores de simplificação de aprendizagens que promovam estimulações das suas competências de promoção e estimulação de competências, focando a necessidade que têm estas crianças de processar a informação cognitiva de uma maneira muito selectiva. Desta forma, cruzam-se temas como o Design de Produto, o Design Inclusivo e o Autismo para entender como o Design de Produto pode contribuir para o desenvolvimento de crianças com Perturbação do Espectro do Autismo. Centrada no Autismo, foi feita uma pesquisa sobre o tema para melhor entender a síndrome, as suas características e limitações, bem como as formas de intervenção utilizadas em crianças PEA para lhes proporcionar uma vida o mais confortável e independente possível. Em simultâneo fez-se uma abordagem teórica sobre Design englobando Design de Produto e Design Inclusivo, de forma a conhecer o seu desenvolvimento, as suas preocupações e objectivos. Para complementar elaborou-se uma pesquisa e análise de produtos existentes para pessoas com necessidades especiais, procurando conhecer as suas características, quer físicas, quer de estimulação. Esta pesquisa serviu de inspiração e suporte para o resultado final. Assim, idealizou-se um produto que proporciona o controlo de estimulações para o desenvolvimento de capacidades e tarefas e que se adapta a vários ambientes e situações (terapêuticas e/ou educacionais) facilitando a atenção e concentração de crianças com PEA.
ABSTRACT - The present thesis attend to a theoretical and practical investigation on the Product Design field with the main aim of formulate a concept of a product for autistic children, looking for indicators of stimulation and promotion of skills and learning, focusing the necessity that these children feel to process the cognitive information in a very selective way. Thereby, themes as Product Design, Inclusive Design and Autism have been converged to better understand how Product Design may contribute for the development of autistic children. Zooming in Autism, a research was made on the subject in order to better understand the syndrome, it’s features and handicaps, as well as the interventions used on autistic children in the name of providing them the most comfortable and independent life possible. Simultaneously, a theoretical approach on Design has been issued, involving both Product and Inclusive Design in order to discover their development, concerns and objectives. As complement, a research and analysis on available products for special-needed people was drawn up, aiming to realize their both substantial and stimulation features. Children with DAS face the world in a particular way, performing a hyper-selective perception of the entourage. Their handicaps carry them away from people; conduct them to create routines of their very own which turns difficult their development and learning even in everyday’s task performance. With a proper care, their life quality can be improved and this is where this research can help. Therefore, it’s been conceptualized a product which offers stimulus for skills and tasks development and which may be adapted to several ambiences and purposes (therapeutic and educational), easing autistic children’s attention and concentration

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Long, Emily Ann. « Classroom lighting design for students with autism spectrum disorders ». Kansas State University, 2010. http://hdl.handle.net/2097/6915.

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Master of Science
Department of Architectural Engineering and Construction Science
Raphael A. Yunk
Autism Spectrum Disorders, (ASD) are being diagnosed at an alarming rate. Students with ASD face many challenges in educational environments and struggle to overcome daily distractions. Students with ASD have variances in neuron connections that cause them to receive and understand their environment differently than a student without special needs. In the educational classrooms, fluorescent lighting is a significant source of extraneous stimuli that not only a source of annoyance but can also trigger common symptoms of ASD. Fluorescent fixtures economically provide an acceptable uniformity and quality of illumination, but also have disadvantages that can aggravate symptoms in students with ASD. Ballasts are required for the operation of fluorescent fixtures. These ballasts, especially if not replaced at the end of their usable life, can generate an audible hum and cyclical flickering of light. Alternative light sources, such as incandescent lamps and fixtures should be evaluated and installed not only in special needs classrooms but standard group classrooms as well. Providing additional sources or quality sources of light may help students with ASD focus on the information presented in the classroom. Traditional classroom design needs to be re-evaluated to accommodate the needs of those students with ASD to better provide a comfortable and less distracting learning environment. It is difficult to establish rigid standards for lighting designs sensitive to individuals and special needs occupants'. By understanding the symptoms of ASD and taking into account the occupants needs lighting designers will be better able to design an environment that is both comfortable and educational. This report will address the classroom environment and student considerations in order to develop parameters and design practices that will assist new lighting designers.

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Hariri, Leen Nazih. « Sensory Design in Educational Buildings : Elementary School Inclusive for Children with ASD ». Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/99095.

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Designing a school turned out to be far more enriching for me as an architect and as a person; it is a process that investigates the deep connection with one's childhood memories and helps in realizing how much impact the school environment has had on shaping the people we become. (In his book The Child, The City, The Artist) Aldo Van Eyck says: " In my beginning is my end … In my end is my beginning." The design of a school should be addressed as a place where childhood memories are created, where our understanding of play, social interaction, independence and awareness of ourselves and our architectural surrounding starts. It adds responsibility on the architect to make that space a perfect platform for learning, curiosity and creativity. As a child, going to school is a long process that may hold many obstacles. We can't imagine what it is like for someone on the Autism Spectrum. One to every 160 children in the world and one in every 59 children in the US are diagnosed with Autism Spectrum Disorder ASD. This high rise in the number of ASD diagnosis should urge architects to think of providing the infrastructure for those children to grow and adequately engage in their communities. This group of schoolchildren have the ability to blend with other neuro-typical children if the school was supportive of this merge both administratively and architecturally. Coming from a country that does not have enough support for such children was a big motivation for my thesis. I felt that we as architects can play a major role in supporting them and even raising awareness about ASD. In my thesis I have designed a school encouraging the inclusivity of students with ASD where the architecture facilitates the co-existence of two groups of children that have different yet complementary capabilities. It is my firm belief that an architecture that can embrace the challenges of such a group of children enriches the social and intellectual growth of both groups simultaneously.
Master of Architecture
This project tackles the question of how architecture can help children on the Autism Spectrum interact with their social and built environment. The project is an elementary school that is designed taking into consideration sensory aspects like color, light, textures and sound. In my thesis I have designed a school encouraging the inclusivity of students with ASD where the architecture facilitates the co-existence of two groups of children that have different yet complementary capabilities. It is my firm belief that an architecture that can embrace the challenges of such a group of children enriches the social and intellectual growth of both groups simultaneously.

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Ricks, Daniel J. « Design and Evaluation of a Humanoid Robot for Autism Therapy ». Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3411.pdf.

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Woodbury, Patricia Powell. « Students with autism : A light/sound technology intervention ». W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618724.

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The purpose of the study was to investigate the effectiveness of light/sound technology to promote sensory integration which facilitates the learning capacity of children with autism by reducing their high state of arousal, increasing time on task and decreasing acting-out behaviors. This research extended the work of A. Jean Ayres and Lorna King who theorized that the autistic individual's brain does not register, modulate or integrate sensations that most people notice; auditory and visual inputs are ignored more than other types of sensory stimuli. This study utilized light/sound technology to stimulate and desensitize these sensory channels to facilitate processing of incoming stimuli. The technology was furnished by Dr. Harold Russell and was programmed with a microchip to control the frequency patterns. Twelve subjects were selected to participate in this eight week study; only five subjects completed. They represented schools in the Tidewater region of Virginia and Illinois. Inattention, Impulsivity, and Hyperactivity were assessed with The Attention Deficit Disorder Evaluation Scale-Home and School Versions. Comparison of the results of these measures and qualitative data were incorporated into case studies. There was improvement noted in social skills, attention and on-task behavior. The results are supportive of research conducted with learning disabled and AH/HD students conducted by Drs. Carter and Russell.

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Gupta, Riya. « Degrees of Blending in Educational Buildings, Primary School for Children with Autism ». Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/103908.

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Designing a school for children with Autism was a very enriching experience for me. Being a kid in a school is already a very challenging experience but for an autistic kid it can be very overwhelming. Our building codes does not even include someone on the Autism spectrum and hence it is our responsibly as an architect to help create architecture which does not ignore kids with any kind of disability as they have been ignored enough by our society. I wanted to create a safe haven for autistic kids where they could develop their potential to the maximum. The vision for the project was to create an environment that both shelters and challenges these children. Shelter being at the heart of human need for safety and challenge being key to a child's development. This thesis explores how there could be various degrees of blending experienced in an educational institution with relation to its surrounding environment. This connection with nature and its surroundings could be an important source of inspiration that promotes well-being, health, and emotional comfort for the children.
Master of Architecture
This thesis explores how there could be various degrees of blending experienced in an educational institution with relation to its surrounding environment. This connection with nature and its surroundings could be an important source of inspiration that promotes well-being, health, and emotional comfort for the children.

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Millen, Laura. « Methods for supporting participatory design with children with autism spectrum conditions ». Thesis, University of Nottingham, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664320.

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Computer technology is widely recognised as holding benefits for supporting the needs and learning of children with autism spectrum conditions (ASe) and children with ASC are often drawn to technology. As a result, software developed specifically for children with ASC is on the increase. Participatory design is an established concept that is recognised as important to the production of technology and software that meets the needs of the end-user. However, children with ASC are rarely involved in the technology design process. Children with ASC often find face-to-face communication and social interaction difficult and may have limited motivation and attention span alongside other challenges that may prevent them being involved in the design of technology. Many user-centred design activities are heavily dependent on communication and social interaction with others. Oue to these challenges, few technology projects have involved children with autism and therefore there are no guidelines that development teams can draw upon, so creating a vicious circle of non-participation. In addition, children with ASC are often motivated by using computer technology and prefer computer-based interactions. However there has been no research that to date that has explored the potential of a technological tool for supporting PO with this user-group. This thesis investigates whether it is possible to support the involvement of child ren with ASC through the adaptation of participatory design methods. Adapted paper-based methods were evaluated with typically developing children and children with ASC in five case studies. The outcomes of the case studies informed the deSign of two collaborative virtual environments (CVE) tools for supporting PO sessions with children with ASC that were evaluated in school-based studies. The results of this research suggests that children with ASC can be involved in PO to varying levels as long as methods have been carefully prepared and adapted to suit their needs. The research offers practical guidelines to the technology design community for conducting PO sessions with children with ASC. In addition, the CVEs developed for supporting PO show potential as students enjoyed using the technology and were able to contribute design ideas.

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Wilson, Cara Ann Barbara. « Co-design beyond words with minimally-verbal children on the autism spectrum ». Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/211290/1/Cara_Wilson_Thesis.pdf.

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Minimally-verbal children on the autism spectrum are often overlooked in the process of technology co-design. This thesis describes methodological, conceptual, and technological ways in which participatory designers, researchers, and other stakeholders can support the self-expression of minimally-verbal children on the autism spectrum. The work contributes a novel methodological approach – Co-Design Beyond Words – and several co-designed digital and tangible design prototypes through which we might better support the design ‘voice’ of minimally-verbal children on the autism spectrum.

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Al-Jawari, Barry. « IT as a tool for autism ». Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20346.

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Autism är en neuropsykiatrisk funktionsnedsättning som innebär att en person har ett annorlunda sätt att uppleva, förstå och tänka än många andra människor. Det handlar bland annat om svårighet inom ömsesidigt socialt samspel och kommunikation, att sortera och bearbeta sinnesintryck samt ett starkt begränsat mönster i beteendet. Det är vanligt att autistiska personer har specifika krav. De har behov av bättre visualisering av uppgift, tydliga instruktioner, påminnelser och med hjälp av de tekniska enheterna, kan dessa krav uppfyllas. Idag finns ett stort utbud av kognitiva hjälpmedel, produkter, lösningar och tjänster som kan underlätta vardagen för personer med nedsatt kognitiv förmåga. I den här studien studeras hur en surfplatta används av ungdomar med autism i sin skolmiljö. Deltagarna observerades och fick svara på frågor om sina upplevelser kring sin användning av surfplattan utifrån kriterierna användarvänlighet, design och effektivitet.
Autism is a neurodevelopment disorder that entails that an individual has a different way of perception, understanding and thinking than other people. The disorder gives a difficulty with social interaction and communication, difficulty to sort and process sensory input and gives a strong limited behavioural pattern. It’s common for individual on the autism spectrum to have specific demands for they need better visualization, clear instructions and punctual reminders. These specific demands can be met with technological devices. There is a large supply of cognitive aid, products, solutions and services that can help make everyday life easier for individuals with an impaired cognitive ability. This study examined how a high technological product – a tablet used in school environment by adolescence with autism. The participants evaluated their experiences around the use of the tablet. They also judged the tablets user-friendliness, design and effectivity as a support for personal growth.

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Caccavo, Nicole Marie. « Early Intervention, Research and Therapy Center for Children with Autism ». VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1199.

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This book documents a design study and creative project undertaken toward the fulfillment of a Masters of Fine Arts Degree in Interior Environments at Virginia Commonwealth University in Richmond, Virginia. This book documents a year long accumulation of study and research done toward the development of an early intervention, therapy and research center for children with autism. This creative project demonstrates how an environment can be a catalyst for social interaction, way finding, therapy, and intervention. The goal was to design a space that would be multi-functional and also benefit the surrounding community. This design study will explain how colors and materials can affect children with autism and what colors and materials are detrimental to their functional abilities.

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Magnúsdóttir, Arna G. « FÖRUTSÄGBARHETENS LOV OCH RUTINENS VÄLSIGNELSE : Examensarbete om möbeldesign för människor med psykisk funktionsnedsättning ». Thesis, Linköpings universitet, Malmstens Linköpings universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149916.

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The purpose of this exam project in furniture design is to investigate what special needs persons with neuropsychiatric disorders have – especially those with ADHD and autism – and how furniture design can be of aid, by designing a piece of furniture that can meet some of those needs. I have mainly based my reasonings on books about neuropsychiatric disorders, such as Hallberg and Hallberg (2015) and Hjelmquist (2006), who has interviewed adults with these diagnoses. In this it appears clearly, that people with neuropsychiatric disorders can be helped by creating order and routines in their everyday lives. Order is a basic need for all humans, but this need is extra strong for these individuals. My own previous experience of working with individuals with these diagnoses, confirms the conclusions in all of the literature used in this project. My idea was to design a shelf system with boxes where color and form cooperate to give a sense of order. Color and form are proved to be important tool to create context and logic. While exhibiting and discussing the prototype, I have felt that it is a relevant piece of furniture that serves its purpose.The next step is to perform tests and further examine how the prototype can evolve.
Det här examensarbetet i möbeldesign har som syfte att undersöka vad personer med neuropsykiatriska funktionshinder (NPF) – i synnerhet ADHD och autism – har för särskilda behov som går att tillfredsställa med hjälp av möbeldesign, och att därefter utveckla en möbel baserat på dessa slutsatser. Jag har till stor del baserat mina resonemang på forskning om NPF-diagnoser, bland annat Hallberg och Hallberg (2015) och Hjelmquist,(2006), som har intervjuat vuxna personer med dessa diagnoser. Det framgår tydligt att personer med NPF-diagnoser kan bli hjälpta när de kan skapa en ordning och rutin i sin vardag. Ordning är ett grundbehov för alla människor, men behovet är alltså extra starkt för dessa personer. Jag har sedan tidigare samlat erfarenheter av att arbeta med individer med dessa diagnoser på Island, och dessa bekräftar slutsatserna i den använda litteraturen. Min idé blev att designa ett hyllsystem där färg och form samverkar för att skapa ordning. Färg och form är dokumenterat viktiga hjälpmedel för att skapa sammanhang och logik. Genom gestaltning och samtal runt den första prototypen har ja fått bekräftelse på att jag med min möbel är på rätt väg. Nästa steg kräver en målmedveten utprovning.

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Ware, Jenifer N. « Play Therapy for Children with Autism Spectrum Disorder : a Single-case Design ». Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700000/.

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The purpose of this study was to explore the impact of child-centered play therapy (CCPT) on the social competence, empathy, and self-regulation of children diagnosed with autism spectrum disorder (ASD). The constructs of social competence, empathy, and self-regulation were measured using the Social-Emotional Assets Rating Scale (SEARS). This study utilized a single-case design; the researcher collected data throughout the duration of the study, including baseline, treatment, and follow-up phases. The sample included 5 children ranging from ages 6 to 8 years old: 3 Caucasian males, 1 African-American female, and 1 Latin-American female. Mothers of the participants completed the parent form of the SEARS once per week throughout all phases of the study. During the treatment phase of the study, the children participated in CCPT approximately 2 times per week for 30 minutes each time. Visual analysis of the data indicated play therapy was beneficial for three participants, as they demonstrated improvements in social competence, empathy, and self-regulation. Two participants responded to the intervention with mixed results. Discussion includes implications for clinical practice and future research as well as limitations of the study.

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Bozgeyikli, Lal. « Virtual Reality Serious Games for Individuals with Autism Spectrum Disorder : Design Considerations ». Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6471.

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Virtual reality has been a popular training tool for individuals with Autism Spectrum Disorder (ASD) in recent years. Although virtual reality was proven to be a promising tool for individuals with ASD by many previous studies, effects of virtual reality properties on user experience is still an unexplored area. More comparison studies and reliable data are needed to identify the benefits of different VR methods and properties, and leverage the future VR systems. In this dissertation, we explored effects of virtual reality properties on user experience of high functioning individuals with ASD with four different serious game experiments. The first experiment consisted of a virtual reality serious game system for vocational training of individuals with ASD. Although this experiment was focused on the effectiveness of virtual reality training on vocational skills of individuals with ASD and was not comparative; during the user study with 9 neurotypical and 9 high functioning ASD individuals, several observations regarding the effects of virtual reality properties on user experience have been performed. The next three experiments investigated the following: effects of instruction methods on user performance with virtual reality warehouse serious game, effects of visual fidelity and view zoom on user performance with a virtual reality investigation serious game, and effects of environmental clutter and motion on user performance with a virtual reality searching serious game. These three experiments were evaluated with user studies of 15 neurotypical and 15 high functioning ASD individuals. Our motivation was to provide positive contribution to the design and development of future virtual reality serious games targeting individuals with ASD so that more benefits could be gained from these applications. Results of the virtual reality for vocational rehabilitation experiment indicated that virtual reality provided effective training especially for the money management, cleaning and social skills of high functioning individuals with ASD. The distracters in the form of background motion and audio did not affect the performance of the participants significantly. Based on the results of the instruction methods experiment, using animated instructions and avoiding verbal instructions in virtual environments was recommended for an audience of high functioning individuals with ASD. The visual fidelity and view zoom experiment’s results indicated that using low visual fidelity and normal view zoom are better design principles for training applications targeting high functioning individuals with ASD. The results of the experiment on clutter and motion in virtual worksp aces suggested that using no clutter and no motion in training applications targeting high functioning individuals with ASD would provide better user experience. Several other design guidelines based on data analysis and observation were shared in the study, with the aim of leveraging future virtual reality serious games targeting high functioning individuals with ASD.

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Benton, Laura. « Participatory design and autism : supporting the participation, contribution and collaboration of children with ASD during the technology design process ». Thesis, University of Bath, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616877.

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Child-computer interaction researchers are increasingly recognising the benefits of directly involving children in the design of new technology. This has resulted in the development of several design methods for involving children in the technology design process, using approaches such as Participatory Design (PD). More recently there has been a greater focus on involving children with diverse needs, as technology can often be particularly beneficial within the education of these children. One such group is children with Autism Spectrum Disorders (ASD) and in recent years there has been a sharp rise in the amount of technology being developed specifically for this population. However, the needs and preferences of this user group can differ from the general child population due to the specific characteristics of ASD, with these differences making it more challenging for adult designers to develop appropriate technologies. This thesis therefore seeks to establish the potential of using PD to involve children with ASD within the technology design process through the development of a new PD method, which aims to support the typical difficulties of children with ASD at the same time as utilising their characteristic strengths. A qualitative approach has been followed in order to understand firstly the ability of children with ASD to undertake typical design tasks; secondly the degree children with ASD are able to participate in the design process; and thirdly the ability of children with ASD to collaborate within a design team. The results reveal that children with ASD can undertake typical design tasks, but some children may require additional support to generate and communicate their design ideas. It is shown that a flexible approach should be taken with regard to the involvement of children with ASD within the technology design process, and the importance of the adaptability of the adult’s role in supporting the children’s participation and collaboration is additionally highlighted. This research has led to the development of a new PD method, IDEAS, which is tailored to the specific needs of children with ASD through the incorporation of flexible structured and supportive features.

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Cañete, Yaque Raquel. « Pepe : an adaptive robot that helps children with autism to plan and self-manage their day ». Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43492.

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Covid19 has brought up physical and mental challenges for all of us. However, this is even more pronounced for those who suffer from psychological pathologies, such as Autism Spectrum Disorder (ASD). One of the main challenges that parents of children with ASD faced during the pandemic was to plan and structure a daily routine for their kids. The disruption of the routine, together with the difficulty of combining work and the care of the child has resulted in behavioral problems and stress and anxiety for both, parents and children. This project focused on developing an adaptive robot that helps children with autism to plan and self-manage their day, with the end goal of becoming more independent. With adaptability, agencies, senses, and playfulness at the core of the design, Pepe is meant as a support tool for these children to use along the way. By collecting information from the performance of the kid, it is able to adapt its behavior to the child´s (and parent´s) needs and desires, and therefore progress with the child. It builds upon the principles of Positive Behavioral Support to prevent emotional crises by embracing a long-run negotiation process, by which the child gets gradually closer to the end goal of self-autonomy. Intending to be adapted to the accentuated needs of these children, it combines traditional and computational elements to make the most out of the experience. This project included in-depth user research together with parents and experts, an interdisciplinary design approach, and a prototyping phase in which a prototype was tested with children with ASD.

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Kane, Jessi Lynn. « Exploration of Computer Game Interventions in Improving Gaze Following Behavior in Children with Autism Spectrum Disorders ». Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/31601.

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Statistics show the prevalence of autism spectrum disorder (ASD), a developmental delay disorder, is now 1 in 110 children in the United States (Rice, 2009), nearing 1% of the population. Therefore, this study looked at ways modern technology could assist these children and their families. One deficit in ASD is the inability to respond to gaze referencing (i.e. follow the eye gaze of another adult/child/etc), a correlate of the responding to joint attention (RJA) process. This not only affects the way they appear to society, but it also affects social development, communication skills, and play skills later in life (Whalen & Schreibman, 2003), making early intervention of RJA is an integral part of a successful social skills program. This study developed design guidelines, as well as offered and evaluated a design framework, adding to the limited literature regarding technology and ASD intervention. The game was developed within behavior analytic framework, undergoing several iterations, developing a functional prototype that was analyzed in three parts. The first part identified which elements needed redesign in light of the study population. Second, a collaborative prototyping participatory design group was formed in which the elements from the previous part of the study were assigned guidelines. The final part of the study included an evaluation by those with ABA experience, evaluating if the game correctly encompassed and mirrored traditional face-to-face ABA interventions. The studyâ s contributions were the finalized design guidelines and design framework, as well as additional research on harnessing technology in ASD interventions.
Master of Science

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Rohail, Mina. « Evaluating the Efficacy of Relational Training Procedures to Increase IQ On The Block Design Subtest ». OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2283.

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The purpose of the current investigation is to two-fold: 1) to determine whether relational training increases block design and IQ score 2) to determine if relational training results in increased performance on block design programs. The Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV) for Children intelligence assessment was assessed to the participant prior to baseline and after training, and programs adapted from the PEAK-Relational Training System were used for relational training procedures. A multiple-baseline design across skills (relational frames) design was used in the present study. Test relations (Y-Z) were probed during training after 3 training trial blocks and novel stimuli were used. The results indicate that the relational procedures were effective in increasing IQ on the block design subtest. The implications of the current study are discussed.

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Ozdowska, Anne L. « Overcoming difficulties with written expression for students on the autism spectrum ». Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/132648/1/Anne_Ozdowska_Thesis.pdf.

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Many children on the Autism Spectrum struggle with the fine motor and perceptual skills required for handwriting, and the conceptual and language skills required for written composition. An inclusive design framework was used to create an accessible technology, the Power Writer app. This classroom based research examines the effectiveness of self-regulated strategy development and writing support software for supporting the written expression of students on the Autism Spectrum. The findings inform a theory driven methodology for designing educational software for students with diverse needs for scaffolding learning tasks.

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Modlich, Jessica D. « The Design and Evaluation of a Dynamic Compression Vest for Children with Autism ». The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306842036.

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Saes, Joana Perry da Câmara de Carvalho. « Design de salas de terapia em escolas inclusivas ». Doctoral thesis, Universidade de Lisboa, Faculdade de Arquitetura, 2019. http://hdl.handle.net/10400.5/18518.

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Tese de Doutoramento em Design, com a especialização em Design apresentada na Faculdade de Arquitetura da Universidade de Lisboa para obtenção do grau de Doutor.
A presente investigação aborda o design de salas de terapia em escolas inclusivas, uma análise sobre o que existe em escolas, associações e instituições e, apresenta ainda propostas de diretrizes para a construção destes espaços terapêuticos. Pretende o estudo compreender as opções tomadas em espaços existentes, análise a nível de materiais e soluções para pavimentos, tetos e paredes, tendo em conta as necessidades das pessoas que trabalham nestes espaços e para quem a terapia se destina. Para tal foram realizadas entrevistas, questionários e extensa revisão da literatura sobre os tópicos abordados. Como conclusão o estudo apresenta um guião de ‘anamnese’ (análise) dos espaços que se pretendem, bem como apresentação das soluções mais adequadas para estes espaços. O trabalho envolveu um grupo de foco específico nas áreas da deficiência visual total e parcial, desenvolvendo em conjunto com o Centro Helen Keller um caso de estudo, e também na área da neurodiversidade que procura fomentar a inclusão de todos na sociedade, mesmo quando as diferenças não são visíveis. Ao adaptarmos espaços às necessidades das pessoas, em vez de moldarmos as pessoas aos espaços existentes promovemos uma sociedade mais equilibrada, onde todos podemos desenvolver e expressar os nossos pontos fortes. Apresentamos ainda algumas propostas em formato digital para alteração de espaço na associação Amorama e criação de uma sala feita de raiz para o Centro Helen Keller, enquanto caso de estudo.
ABSTRACT: The present research deals with the design of therapy rooms in inclusive schools, an analysis of what exists in schools, associations and institutions, and proposes guidelines for the construction of these therapeutic spaces. The study intends to understand the options taken in existing spaces, material analysis and solutions for floors, ceilings and walls, considering the needs of the people who work in these spaces and for whom the therapy is aimed. For that purpose, interviews, questionnaires and an extensive literary reviewed were carried out on the topics covered. As a conclusion the study presents an ‘anamnesis’ (analysis) of the spaces that are to be projected, as well as a presentation of the most adequate solutions for such spaces. The investigation involved a specific target group in areas such as total and partial visual impairment, developing a case study together with Centro Helen Keller, and also in Neurodiversity that seeks to foster the inclusion of all in society, even when differences are not visible. By adapting spaces to people’s needs, instead of shaping people into existing spaces, we promote a more balanced society where we can all develop and express our strengths. We also present some proposals in digital format for rooms alterations in Amorama association and room development for Centro Helen Keller.
N/A

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Davis, M. « TouchStory : interactive software designed to assist children with autism to understand narrative ». Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/3761.

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The work described in this thesis falls under the umbrella of the Aurora project (Aurora 2000). Aurora is a long-term research project which, through diverse studies, investigates the potential enhancement of the everyday lives of children with autism through the use of robots, and other interactive systems, in playful contexts. Autism is a lifelong pervasive disability which affects social interaction and communication. Importantly for this thesis, children with autism exhibit a deficit in narrative comprehension which adversely impacts their social world. The research agenda addressed by this thesis was to develop an interactive software system which promotes an understanding of narrative structure (and thus the social world) while addressing the needs of individual children. The conceptual approach developed was to break down narrative into proto-narrative components and address these components individually through the introduction of simple game-like tasks, called t-stories, presented in a human-computer interaction context. The overarching hypothesis addressed was that it is possible to help children with autism to improve their narrative skills by addressing proto-narrative components independently. An interactive software system called TouchStory was developed to present t-stories to children with autism. Following knowledge of the characteristics and preferences of this group of learners TouchStory maintained strong analogies with the concrete, physical world. The design approach was to keep things simple, introducing features only if necessary to provide a focussed and enjoyable game. TouchStory uses a touch-sensitive screen as the interaction device as it affords immediate direct manipulation of the t-story components. Socially mediated methods of requirements elicitation and software evaluation (such as focus groups, thinking aloud protocols, or intergenerational design teams) are not appropriate for use with children with autism who are not socially oriented and, in the case of children with ‗lower functioning‘ autism, may have very few words or no productive language. Therefore a new strategy was developed to achieve an inclusive, child-centred design; this was to interleave prototype development with evaluation over several long-term trials. The trials were carried out in the participants‘ own school environments to provide an ecologically valid contextual enquiry. In the first trial 18 participants were each seen individually once. The second and third trials were extended studies of 12 and 20 school visits with 12 and 6 participants respectively; each participant was seen individually on each school visit, provided that the participant was at school on the day of the visit. Evaluation was carried out on the basis of video recordings of the sessions and software logs of the on-screen interactions. Individual learning needs were addressed by adapting the set of t-stories presented to the participant on the basis of success during recent sessions. No ordering of difficulty among the proto-narrative categories could be known a priori for any individual child, and may vary from child to child. Therefore the intention was to gradually, over multiple sessions, increase the proportion of t-stories from proto-narrative categories which the individual participant found challenging, while retaining sufficient scope for the expression of skills already mastered for the session to be enjoyable and rewarding. The adaptation of the software was achieved by introducing a simple adaptive formula, evaluating it over successive long terms trials, and increasing the complexity of the formula only where necessary. Results indicate that individual participants found the interactive presentation of the simple game-like tasks engaging, even after repeated exposures on as many as 20 occasions. The adaptive formula developed in this study did, for engaged participants, focus on the proto-narrative categories which the participant needed to practice but was likely to succeed; that is it did target an effective learning zone. While little evidence was seen of learning with respect to the fully developed narratives encountered in everyday life, results strongly suggest that some participants were actively engaged in self-directed, curiosity-driven activity that functioned as learning in that they were able to transfer knowledge about the appropriateness of particular responses to previously unseen t-stories. This thesis was driven by the needs of children with autism; contributions are made in a number of cognate areas. A conceptual contribution was made by the introduction of the proto-narrative concept which was shown to identify narrative deficits in children with autism and to form a basis for learning. A contribution was made to computational adaptation by the development of a novel adaptive formula which was shown to present a challenging experience while maintaining sufficient predictability and opportunities for the expression of skills already mastered to provide a comfortable experience for children with autism. A contribution was made to software development by showing that children with autism may be included in the design process through iterative development combined with long term trials. A contribution was made to assistive technology by demonstrating that simplicity together with evaluation over long term trials engages children with autism and is a route to inclusion. We cannot expect any magic fixes for children with autism, progress will be made by small steps; this thesis forms a small but significant contribution.

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Kennedy, André. « Finance for all : Envisioning inclusive financial systems ». Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-150191.

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One of the more pressing long-term concerns for parents of children with a neurodevelopmental disorder (NDD), such as autism, is financial management (Abbott & Marriott, 2012). Few of these people ever manage to attain a level of financial literacy that allows them to become fully independent. Value, in it’s current form, is just too abstract for many (Cheak-Zamora, et al. 2017). This problem is augmented by our financial institutions, who have neglected to offer these groups any form of accessible financial products, rendering any aspirations of becoming “financially independent” by these groups, as unattainable. This is detrimental to their well-being and sense of self. (Abbott & Marriott, 2012). With this in light, this thesis will firstly highlight the obstacles faced by these groups in achieving financial independence, secondly, it will present a new paradigm through which to look at value. A paradigm that understands that money isn’t about a number, but rather the complex social interactions that that govern our liberties as members of society. Finally, this thesis will present an example of a new breed of fiancial system, Olive. Making use of emerging distributed technologies, Olive presents a system that enables us to produce products that recognises the spectrum of needs and abilities our community contains.

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Oktem, Zeynep. « Design Guidelines For Special Education Schools For Children With Autism Design And Appraisal Of Private Ilgi Special Education School ». Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12611476/index.pdf.

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Autism is a pervasive developmental disorder that is seen more and more in the society and it significantly affects the lives of not only those who have autism but also their families and close ones. There is no known cure for autism, the most effective treatment is education. The choice between the several approaches regarding the education of autistic children is shaped according to education choices, children&rsquo
s age, the severity of symptoms and children&rsquo
s intellectual capabilities. The thesis focuses on the architectural design of special education schools among other education opportunities. The aim is to draw architectural guidelines for the design of a special school for children who are diagnosed with autism and who require special education support. These architectural guidelines are hoped to aid architects who will work with similar architectural programs in the future. The study concludes with an appraisal of the design of Private ilgi Special Education School, realized by the author of this thesis and architect Kadri AtabaS. In the light of information gathered during the study, the preliminary design is evaluated. Suggestions are offered concerning the architectural design, in the subjects of program elements, natural lighting, layout of education and circulation spaces, acoustics and color scheme.

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Mazon, Cécile. « Des technologies numériques pour l'inclusion scolaire des collégiens avec TSA : des approches individuelles aux approches écosystémiques pour soutenir l'individu et ses aidants ». Thesis, Bordeaux, 2019. http://www.theses.fr/2019BORD0258/document.

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Bien que l’inclusion scolaire soit essentielle pour leur devenir socio-professionnel, les enfants et adolescents avec TSA rencontrent encore des difficultés à accéder à une scolarisation en milieu ordinaire. La diffusion progressive des technologies dans la société a encouragé le développement d’interventions numériques dédiées au TSA. Néanmoins, les précédentes revues de la littérature indiquent que ces dernières ciblent principalement les aspects cliniques du TSA (avec une sur-représentation des approches remédiationnelles), mais rarement directement les compétences scolaires ou encore les relations parents-professeurs. De là, l’objectif général de la thèse est de concevoir et évaluer des outils numériques favorisant l’inclusion scolaire de collégiens avec TSA, avec 4 principales contributions :1) Extraction de l’existant (étude 1) : Une revue systématique a été menée pour apprécier l'efficacité et l’utilisabilité des technologies numériques actuelles à visée clinique et éducative. Cette étude confirme la prépondérance des aspects cliniques dans cette nouvelle littérature interventionnelle. L’examen de la méthodologie et des résultats des études montre l’importance d’évaluer rigoureusement l’efficacité de ces nouveaux outils, notamment au regard de leur visée première (clinique et/ou ergonomique).2) Conception et évaluation d’une application d’assistance à la régulation émotionnelle pour l’inclusion en classe ordinaire (étude 2) : Une analyse des besoins des élèves avec TSA a été réalisée par une mise en relation entre des mesures de comportements socio-adaptatifs scolaires et de fonctionnement sociocognitif et exécutif. Cette analyse a souligné l’aspect critique des capacités sociocognitives pour le fonctionnement socio-adaptatif des élèves avec TSA, en faisant une cible privilégiée d’intervention (étude 2a). De là, une application mobile d’assistance à la régulation émotionnelle en classe a été conçue à l’aide d’une méthode participative, impliquant familles et professionnels. L’application a été évaluée auprès de 33 élèves en inclusion en classe ordinaire, dont 14 avec TSA (étude 2b). Cette étude montre que 1) le système a été utilisé en classe ordinaire de façon autonome et avec succès, et 2) qu’il s’est montré efficace pour soutenir l’autorégulation des émotions chez des collégiens avec TSA.3) Évaluation d’une application d’entraînement à visée scolaire (étude 3) : Une application d’entraînement au calcul par des activités d’échanges monétaires embarquant un algorithme de machine-learning pour la personnalisation de l’apprentissage a fait l’objet d’une étude de faisabilité auprès de collégiens avec TSA et/ou DI (N= 24). Des résultats prometteurs ont été obtenus après une intervention de trois semaines. Cette étude pilote montre qu’une intervention à visée scolaire peut être pertinente pour enseigner des compétences de numératie à des élèves de classe spécialisée, avec une amélioration des capacités de calcul et un bon niveau de motivation après l’intervention.4) Conception d’un outil numérique pour les aidants (étude 4) : Sur la base d’une analyse des besoins auprès d’un panel de parents, d’enseignants et de cliniciens (N= 86 sur 124 sollicités), nous avons conçu un outil web de suivi de l’élève visant à promouvoir la collaboration et la communication entre le milieu familial, le milieu scolaire et le milieu médico-social. Un premier prototype a été élaboré après avoir présenté des maquettes à des familles et des professionnels, ouvrant comme perspective à notre travail, une étude d'évaluation de l’utilité et de l’efficacité.L’ensemble des études menées est discuté et mis en perspective avec de nouvelles pistes d’investigation et, notamment en lien avec la prise en compte des théories de l’autodétermination dans les méthodes de conception et de validation des interventions numériques pour les enfants avec TSA
Although inclusive education is essential for their socio-professional future, children and adolescents with ASD still face difficulties in accessing mainstream schooling. The progressive diffusion of technologies in society has encouraged the development of digital interventions for ASD. Nevertheless, previous literature reviews indicate that they focus mainly on the clinical aspects of ASD (with an over-representation of remediation approaches), but rarely directly on academic skills or parent-teacher relationships. Hence, the general objective of the thesis is to design and evaluate digital tools that promote the school inclusion of students with ASD, with four main contributions:1) Extraction of state-of-the-art (study 1): A systematic review was conducted to assess the effectiveness and usability of current digital technologies for clinical and educational purposes. This study confirms the prevalence of clinical aspects in this new interventional literature. The review of the methodology and results of the studies shows the importance of rigorously evaluating the effectiveness of these new tools, particularly with regard to their primary purpose (clinical and/or ergonomic).2) Design and evaluation of an application for emotional regulation assistance for inclusion in the regular classroom (study 2): An analysis of students' needs with ASD was carried out by studying relationships between socio-adaptive school-related behaviour with measures of sociocognitive and executive functioning. This analysis highlighted the critical role of sociocognitive skills for the socio-adaptive functioning of students with ASD, making it a preferred target for intervention (study 2a). From there, a mobile application to assist emotional regulation in the classroom was designed using participatory methods, involving families and professionals. The application was evaluated with 23 students in mainstream classrooms, including 14 with ASD (study 2b). This study revealed that 1) the system has been used successfully and independently in the regular classroom, and 2) it has been shown to be effective in supporting emotional self-regulation in middle school students with ASD.3) Evaluation of an educative application (study 3): A feasibility study has been conducted with an application for calculation through monetary exchange activities using a machine-learning algorithm for personalized learning. Promising results were obtained with middle school students with ASD and/or DI (N= 24) after a three-week intervention. This pilot study shows that a technology-based educational intervention can be relevant for teaching numeracy skills to students in specialized classes, which results in improved calculation skills and a high level of motivation after the intervention.4) Development of a digital tool for caregivers (study 4): Based on a needs analysis with a panel of parents, teachers and clinicians (N=86 out of 124 contacted), we developed a web-based student curriculum monitoring tool to promote collaboration and communication between the family, school and medical-social environments. A first prototype was developed after presenting models to families and professionals, opening up a perspective for our work with a study to evaluate its utility and its effectiveness.All the studies conducted are discussed and put into perspective with new avenues of investigation and, in particular, in relation to the consideration of theories of self-determination in methods for designing and validating digital interventions for children with ASD

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Decker, Elizabeth Florence. « A city for Marc : an inclusive urban design approach to planning for adults with autism ». Kansas State University, 2014. http://hdl.handle.net/2097/17606.

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Master of Landscape Architecture
Department of Landscape Architecture/Regional + Community Planning
Mary Catherine (Katie) Kingery‐Page
The generation of diagnosed autistic children is aging, calling on needed research for what will happen to autistic adults. Cities are outfitted to non-autistic people, typically created for an idealized individual without disability or limitation. Urban environments add to sensory overload, have limited mass transit accessible to those with neurological disabilities, provide few affordable housing units, offer very little employment opportunity, and have no green spaces designed for those with autism or other differences. Typical urban design does not take into account the landscape and urban affordances needed by adults with autism. This project synthesizes a toolkit including the following needs for adults with autism: vocational training, life skills, mental and physical health support, employment, public transportation and affordable housing. Using the initial theoretical urban systems toolkit, I conducted an evaluation and synthesized proposal for Nashville, Tennessee, a large city that ranks within the nation among the lowest for cost-of-living (e.g. groceries, housing, and utilities). The outcome of the evaluation and synthesis is a diagrammatic infographic conveying existing and needed services within Nashville, as well as connectivity of needs for adults with autism. From the diagrammatic proposal, the initial theoretical urban systems toolkit is revised, reflecting upon the findings through the evaluation of Nashville, Tennessee. The final theoretical urban systems toolkit and diagrammatic proposal for Nashville, Tennessee provides exploratory research for city planners, architects, and landscape architects to design for cities inclusive of adults with autism, as well as other neurological disabilities or limitations. This additional layer of design not only contributes to the social and environmental well-being of individuals with autism, but also contributes to the entire urban community. Urban design as an approach to planning for adults with autism contributes a new disciplinary perspective to the discourse on planning for a maturing autistic population.

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Dadgar, Majid. « Pattern Language : Identification of design opportunities for the child with Autism Spectrum Disorder (ASD) to develop his/her social skills ». The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313619497.

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Abnett, Jenelle M. « Effectiveness of Instructional Strategies in Reading Comprehension for Students with Autism Spectrum Disorder and Hyperlexia ». Thesis, Notre Dame of Maryland University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3559769.

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Children with Autism Spectrum Disorders (ASD) commonly show deficits in social and communication skills, as well as in interpreting metaphorical meaning of language. These deficits often make reading comprehension more difficult for students with ASD. Past research has primarily focused on decoding rather than on comprehension skill interventions; only recently has there been an upswing in research to support reading comprehension skill deficits. The purpose of this study was to examine instructional strategies that are used for students with ASD, specifically students who exhibit Hyperlexia—a significant discrepancy in reading identified by high decoding skills and low comprehension abilities. Using the Special Educational Elementary Longitudinal Study database (SEELS), this study was able to analyze information on over 1,000 students with ASD. The study found that students with ASD are included in the language arts general education classroom 39.5% of the time, have goals that are working toward reading on grade level, and use instructional strategies such as peer tutoring, questioning strategies, classroom discussions and participation in presentations and projects on a regular basis. Looking further at this population, the study examined the relationship between reading comprehension and decoding skills according to their inclusion on the Simple View of Reading framework. Sixty-four students were identified as having Hyperlexia in the first wave of data collection gathered during the 2000-2001 school year, referred to as wave one. There were 92 students in wave three, gathered 3 years later during the 2003-2004 school year that were identified as having Hyperlexia. Through regression models and ANOVAs, the study concluded that three of the four instructional strategies (peer tutoring, presenting to the class, and questioning strategies) were not significant predictors of academic growth for students with ASD and with Hyperlexia. Only one instructional strategy (participation in class discussions) was found to have a significant impact on reading growth. This study does bring to light that there are large numbers of students with ASD who would benefit from more research on ways to teach reading comprehension.

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Glaser, Noah. « The Development and Evaluation of a Virtual Reality Intervention for Adults with Autism : A Design-based Research Study ». University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1593268153218402.

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Woolner, A. « Using interactive digital media to engage children on the autistic spectrum ». Thesis, Coventry University, 2010. http://curve.coventry.ac.uk/open/items/02fde0a4-4e8e-1b2f-8363-975483d3bcf7/1.

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The incidence of autism is increasing in the U.K., with as many as 1% of children now thought to be affected by an autistic spectrum disorder (ASD). This research explores the potential of emerging interactive digital media to engage children affected by an ASD, and the development of design strategies for future professional work in this field. This is accomplished through a literature and state of the art review, and by working alongside families and professionals involved in the provision of care for children with an ASD. As a a result of this process new artefacts have been created, alongside a design methodology for future work. The research reveals the need for tailorable low arousal sensory environments within mainstream schools to meet the needs of certain members of the pupil population and demonstrates how interactive digital media can be incorporated into such spaces as part of an holistic approach to a child’s school experience. Using digital media modules trained professionals can work with the child, using the media as a point of engagement.

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Ruejas, Jonson Nathalie. « Jag har tänkt på allt ». Thesis, Konstfack, Grafisk design & ; illustration, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-5551.

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By owning our language and being confident in how we communicate we create our identity. But are all forms of communication equal? My degree project examines and exposes the feeling of being limited by your verbal ability. By using visual storytelling I want to share my experiences on what it can be like to be perceived as quiet and how obstructive it can be. Society expects introverted people to practice being more assertive, but my work just creates a place for them to be. Not wanting to talk does not mean that one has nothing to say.

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Alcorn, Alyssa Marie. « Embedding novel and surprising elements in touch-screen games for children with autism : creating experiences 'worth communicating about' ». Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22862.

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Relative infrequency of communication initiation, particularly initiations that involve attention-sharing or other social purposes, appears to negatively impact the later-life outcomes of children with autism. Strategies to improve or encourage initiation skills in autism are hampered by the need for the behaviour to be spontaneous (i.e. unprompted by a partner). One potential approach that addresses the spontaneity issue is to extrinsically motivate initiations by changing aspects of the child’s environment such that they merit, or even demand, initiating a communication. Detecting subjectively inconsistent (i.e. discrepant) aspects in game-like virtual contexts appears to be something that inherently interests young children with autism, and can motivate them to initiate spontaneous, positive communications. Initial evidence for discrepancy as a communicative motivator came from a study which re-analysed video data from an existing autism and technology project (ECHOES), illustrating that a heterogeneous group of children all reacted frequently and socially to naturally occurring (i.e. unintentional, non-designed) discrepant aspects within ECHOES. A set of high-level design principles was developed in order to capture “lessons learned” from ECHOES that might facilitate re-creation of a similar pattern of spontaneous, positive initiation around discrepancy. A second, proof-of-concept study implemented these design principles in a set of three new touch-screen games (Andy’s Garden) that sought to establish, and then deliberately violate, child expectations (i.e. provide discrepancy-detection opportunities: DDOs). Children reacted socially and positively to the new games and DDOs. The results of this study allow us to answer its overall questions affirmatively: it is possible to motivate children’s communication–specifically, their initiation–by including deliberately-designed DDOs in a set of games. These findings are the first step towards determining whether discrepancy-detection opportunities may form a component of a future technology-based communication skills intervention, capable of changing children’s initiation behaviour outside of a game context.

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Britto, Talita Cristina Pagani. « GAIA : uma proposta de guia de recomendações de acessibilidade web com foco em aspectos do autismo ». Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/8683.

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In the past 20 years, computer solutions has been used as a support tool for children with Autism Spectrum Disorder (ASD), as well for their parents, therapists and educators. Those solutions may be helpful to work social skill, memorizing, communication, vocabulary acquisition, literacy, and other aspects. However, there is lack of artifacts to guide software designers to plan and implement computer solutions suitable to the needs of children with ASD. The literature provide some considerations regarding this factor, but many of them are understandable only for education or computer professionals exclusively. Besides, many contributions may have a restrict access due to paywalls. Those factors motivated the development of GAIA (Guidelines for Accessible Interfaces for people with Autism), a set of 28 guidelines intend to help software developers and digital educators to better understand how to develop website that are suitable to the needs of children with Autism. To develop GAIA, this research was conducted in three stages: a) exploratory bibliographic survey, which generated the first version of the guidelines of GAIA; b) Application of an online survey to map the knowledge of web developers regarding cognitive, neuronal or learning disabilities, in order to understand their gap of knowledge; c) interviews with parents of children with ASD to understand empathically the social, therapeutic and pedagogic value of the technology for children with ASD. Triangulating the data from the three stages, it was possible to get the following conclusions: (i) developers have difficult in understanding the existing materials about web accessibility and also have a lack of knowledge about cognitive disabilities; (ii) the interviews made possible to understand in depth the context of use of the technology by children with ASD; (iii) there were recurring interaction aspects in the interviews that were not found in the literature. With those results, it was possible to refine the guidelines of GAIA e make them available through a website hosted in an open-source repository, so they can be easily accessible by people.
Nos últimos 20 anos, soluções computacionais têm sido utilizadas para auxiliar crianças com Transtorno do Espectro do Autismo (TEA), bem como seus pais, terapeutas e professores. Estas soluções podem ajudar a trabalhar as habilidades sociais, de memorização, comunicação, aquisição de vocabulário e letramento, entre outros aspectos. Porém, há uma lacuna de artefatos que possam nortear os projetistas de software a planejar e implementar soluções computacionais ajustadas às necessidades de crianças com TEA. A literatura apresenta algumas considerações, mas muitas são compreensíveis somente a psicopedagogos ou profissionais de computação, além de várias contribuições possuírem acesso restrito aos seus conteúdos. Estes fatores motivaram o desenvolvimento do GAIA (Guia de Acessibilidade de Interfaces web focado em aspectos do Autismo), um conjunto de 28 recomendações para ajudar desenvolvedores de software e educadores digitais a entender melhor como desenvolver websites mais adequados às necessidades de crianças com autismo. Para desenvolver o GAIA, esta pesquisa foi realizada em três estágios: a) pesquisa bibliográfica exploratória, que originou a primeira versão das recomendações do GAIA; b) Aplicação de um questionário online para mapear o conhecimento dos desenvolvedores web sobre deficiências cognitivas, neuronais ou de aprendizagem, a fim de compreender a lacuna de conhecimento que eles possuem; c) Entrevista com familiares de crianças com TEA para compreender de forma empática o valor social, terapêutico e pedagógico da tecnologia para crianças com TEA. Ao triangular os dados dos três estágios, pode-se chegar às seguintes conclusões: (i) os desenvolvedores têm dificuldade de compreender os materiais já existentes sobre acessibilidade web e também compreendem pouco sobre deficiências cognitivas; (ii) as entrevistas permitiram compreender em profundidade o contexto de uso da tecnologia pela criança com TEA; (iii) houve aspectos de interação recorrentes nas entrevistas que não foram encontrados na literatura. Estes resultados permitiram refinar as recomendações do GAIA e disponibilizá-las em um website hospedado em repositório de código aberto, para que possa estar de fácil acesso ao público.

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Herring, P. J. « Design and evaluation of a CAL system to support communication development in children with autism ». Thesis, Open University, 2015. http://oro.open.ac.uk/43926/.

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The prevalence of autism in children in the United Kingdom is estimated as one in one hundred (Department of Health, 2012), with higher levels reported in some countries (Srivastava, 2013). These children experience significant problems with the development of language and communication skills. A symbol-based communication system called Picture Exchange Communication System (PECS) is widely used to address this issue and evidence indicates this approach can be effective when administered by trained professionals (Preston and Carter, 2009). Technology appears to offer an alternative way of encouraging non-verbal children with autism to use symbol-based communication to improve social interaction and communication. Therefore, the purpose of the research was to answer the following research questions: 1. Can a Computer Assisted Learning (CAL) system be designed and implemented to support PECS pedagogy for the purpose of improving symbol communication and social interaction in non-verbal children with autism? 2. To what extent could such a system improve the communication and social interaction skills of non-verbal children with autism? The investigation comprised three stages. In Stage 1, a prototype system was developed incorporating a 'virtual tutor' and an RFID-based (radio frequency identification) user interface to support physical symbol selection and placement. In Stage 2, a pilot study focused on classroom learning experiences of eight children using CAPE Version 1. Results provided ‘proof of concept’ and indicated that non-verbal children with autism learned to interact effectively with CAPE. Participants achieved more appropriate symbol selections when a virtual tutor used a synthetic voice compared to a natural voice alternative. Outcomes from the pilot informed the development of a CAPE Version 2. Stage 3 comprised a four-week classroom study involving five non-verbal children with autism. Children, using CAPE Version 2, answered numeracy questions using graphic symbols. Interviews from supporting teachers provided a degree of triangulation with investigator observations and teacher interviews. Stage 3 results suggest that four participants developed their communication skills, one child learned to count, three children improved basic numeracy skills and two children used speech using CAPE version 2, supported by a virtual tutor and a human teacher. This research suggests that non-verbal children with autism can engage positively and productively with PECS using the CAPE approach.

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Demilly, Estelle. « Autisme et architecture : Relations entre les formes architecturales et l'état clinique des patients ». Thesis, Lyon 2, 2014. http://www.theses.fr/2014LYO20060/document.

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Les relations entre l’espace architectural et la qualité de vie sont étudiées ici à travers une recherche transdisciplinaire (réunissant architectes et psychologues) centrée sur les liens entre les caractéristiques spatiales et l’état clinique des personnes atteintes de troubles du spectre autistique (TSA). Les travaux antérieurs dédiés à ces aspects sont rares, épars, et peu sont de nature véritablement scientifique. La recherche présentée dans cette thèse a pour but de mettre au jour des caractéristiques spatiales susceptibles, au sein des structures de prise en charge, de favoriser le bien-être de ces personnes. La méthodologie retenue consiste en un recueil de données architecturales et cliniques dans 20 établissements accueillant des personnes adultes présentant un TSA. L’architecture de ces 20 établissements a été caractérisée et les comportements de 148 résidents à partir de questionnaires cliniques ont été évalués. Ce travail a débouché sur la création d’une base de données constituée de variables architecturales (explicatives) et de variables cliniques (à expliquer et à contrôler). Des analyses statistiques permettent aujourd’hui de consolider certaines hypothèses sur l’impact de paramètres du cadre bâti sur l’état clinique des personnes atteintes de TSA. Au-delà des connaissances liées à l’autisme, il s’agit bien d’inscrire nos préoccupations dans un questionnement plus vaste sur la relation entre l’architecture et le bien-être de l’individu. Les architectes se projettent en tant qu’usager et utilisent leur propre représentation de la « qualité de vie » comme référence lorsqu’ils conçoivent. Cela peut conduire à certains décalages entre l’espace conçu, et l’espace tel qu’il est vécu par des usagers méconnus du concepteur
The relationship between architectural space and quality of life is studied here through a transdisciplinary research (involving architects and psychologists) centered on the links between the spatial characteristics and clinical state of people with autism spectrum disorders (ASD). Investigations on these aspects are scarce and scattered, and few are scientifically conducted. The present thesis aims to reveal spatial features to promote the well -being of these people. The methodology consist in collecting architectural and clinical data in 20 institutions hosting adults with ASD. The architecture of these 20 institutions was characterized and behaviors of 148 residents from clinical questionnaires were evaluated. This work led to the creation of a database of architectural variables (explanatory) and clinical variables (to be explained and control). Statistical analysis of this database allowed to back up assumptions on the impacts of certain parameters of the built environment on the clinical condition of individuals with ASD. Beyond knowledge related to autism, the object is to situate our problematic in a broader questioning on the relationship between architecture and well- being of the individual. Architects design living spaces by projecting themselves as occupants, and use their own representation of the "quality of life" as a reference. This can lead to some discrepancies between the designed space, and space as experienced by users unknown to the designer

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Steinfeld, Lisa Irene. « Autism and Education : A Comparison of Practices and Suggestions for Adaptation ». Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/art_design_theses/30.

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ABSTRACT Based on my experience and research, I believe more educational resources are needed for teaching students with Autism Spectrum Disorder (ASD). I have combined interviews of participants --two certified and currently practicing art teachers working in the public school setting, two adaptive art specialists, and two art therapists-- with relevant information from my Review of Literature to compile an initial set of practices and adaptive techniques specifically for art teachers to use in constructing a successful learning environment in the art classroom for students with ASD. According to my review of literature, three factors necessary for creating a successful learning environment for students with ASD are preparation, collaboration, and instruction. To examine these factors, I focused my interviews on these topics. Results were aligned with the initial research as those interviewed described a need for more complete and applicable training, more opportunities for collaboration, and information about possible strategies to use with students with ASD in the art classroom. INDEX WORDS: Art Education, Autism Spectrum Disorder, Art Therapy, Adaptive Art

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MARÇAL, DANIELA DE CARVALHO. « COLLABORATIVE DESIGN AND INCLUSIVE PRINCIPLES : MULTIPLE WAYS OF MEDIATION IN THE RELATIONSHIP OF PERSON WITH AUTISM ». PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=35954@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTITUIÇÕES COMUNITÁRIAS DE ENSINO PARTICULARES
A tese de cunho qualitativo interpretativo investiga metodologias de Design que sustentam projetos que resultem na promoção do desenvolvimento das interações sociais e padrões de comunicação dos sujeitos com autismo. Defende-se que a metodologia design em parceria, os princípios da tecnologia calma e os princípios do Desenho Universal para Aprendizagem, empregados em projetos junto a pessoas com autismo, potencializam os múltiplos modos de comunicação e expressão. Como percurso metodológico, há a observação participativa de uma criança com autismo em sala de aula e o relato de experiência de oficina com educadores, terapeutas e mediadores. A pesquisa propõe procedimentos que auxiliem designers e educadores no desenvolvimento de projetos e no manejo de sistemas de informação e de objetos de mediação em ambientes formais e informais de educação. Reflete-se sobre a importância do uso de metodologias de design que abarque o sujeito com autismo apoiado em seus potenciais. Conclui-se que designers podem ter participação ativa em situações que impactam a sociedade, pois, para além deles desenvolverem expertises técnicas de solução de problemas, eles concebem metodologias processuais de construção de sentidos que apoiam as interações sociais. Neste sentido, enfatiza-se a aproximação de saberes das áreas de design e educação no desenvolvimento de metodologias e princípios que fortaleçam as singularidades de pessoas com autismo, com vistas a diminuição das barreiras comunicacionais e a consolidação de práticas educacionais e sociais inclusivas.
This qualitative and interpretive thesis investigates design methodologies that support projects that promote the development of social interactions and communications patterns amongst autistic people. It is highlighted the fact that collaborative design methodology, calm technology and Universal Design for Learning principles, when applied to projects for autistic people, potentialize multiple ways of communication and expression. As methodological path, were used participatory observation of an autistic kid in a classroom and testimonials from teachers, terapeuts and mediators who participated in a workshop. The research proposes procedures that can help designer and educators in project development and in the information system and object mediation management in both formal and informal learning environments. The importance of design methodologies that include the autistic person in its potential is a reflection topic. It is concluded that designers can have an active participation in situations that impact society, once they go beyond the development of technical expertises for problem solving, they actually conceive sense making methodologies that foster social interactions. In this sense, an emphasis is made in the education and design intertwinedness in the development of principles and methodologies that strengthen autistic people s singularities, aiming to the diminishment of communication barriers and the consolidation of educational and social inclusive practices.

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Larkin, Wallace M. « Using Trial-Based Functional Analysis to Design Effective Interventions for Students Diagnosed with Autism Spectrum Disorder ». University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479821070690541.

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Ellenberger, Lindsey Renee. « Transfer of Function in a Block Design Context across Frames of Distinction, Comparison, and Opposition ». OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2342.

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Individuals with autism are largely taught using direct contingency learning, limiting their already potentially limited relational repertoire. A multiple baseline design across skills with an embedded multiple probe design was implemented to demonstrate the efficacy of training procedures used to established nonarbitrary relations in the context of block design. The PEAK – Transformation module (PEAK-T) is a curriculum designed to develop the relational repertoire of individuals with and without developmental disabilities, from which procedures were adapted. Training phases were each preceded by test probes of each of the target relations. Transfers of stimulus function were tested by presenting a novel context in which the trained and derived relations were used in completion of a task. The entailment probes across each of the programs showed transfers of function across three relational stimulus classes. All three directly trained relations across three frames resulted in mastery level responding. The results support the efficacy of the PEAK-T curriculum such that complex relational responding can be taught to a child with intellectual disabilities.

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Yin, Kitty Kwan Pui. « Use of different services by parents of children with an autism spectrum disorder - A mixed methods design ». Thesis, University of Essex, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601382.

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The overall objective of this study was to understand the use of services by parents of children with an autism spectrum disorder in an inner London area. Children for this study were aged between four to eight years. A concurrent mixed method design was adopted. The primary investigation involved a quantitative approach to identify factors that were associated with and predictive of service use. Child factors (of neuropsychiatric symptoms, behavioural disturbances, autism symptomatology, and IQ), parental factors (ofparenting stress and depression), and socioeconomic factors were included in the quantitative investigation. Five support types from different services were included. Individual interviews with a small number of purposiveJy selected parents also took place to explore their views and beliefs that might be related to service use decisions. As predicted, ASD children of this sample were reported to have a high level of neuropsychiatric symptoms and behavioural disturbances. The level c;f parenting stress and risk of depression were clinically significant in a majority of this parent sample. IQ was not related to any child and parental factors. As also expected, a high level of service use was found in this parent sample, in that a majority of parents reported use of multiple services. Users and non-users of CAMHS and Social Care were analysed. Of all associated factors, the level of behavioural disturbances was the only factor found to be significantly predictive of CAi\1HS use. Predictive factors for Social Care use included parenting stress, intellectual impairment, and speaking English at home. Information from individual interviews with parents revealed high level of demands and challenges faced by parents. Issues related to service use decision were highlighted, including I 1 1 1 I j USE OF SERV1CES BY PARENTS OF ASD CHlLDREN J J difficulties finding out services thal were available and equality of access. Implications for clinical practice, future research directions and service development were discussed.

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Birri, Nicole L. « A Personal Narrative Intervention for Adults with Autism and Intellectual Disability : A Single Subject Multiple Baseline Design ». University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1539079809808646.

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Hong, Hwajung. « Specializing social networking services to support the independence of adolescents and adults with autism ». Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53552.

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Many individuals with autism manifest problems in transitioning to adulthood due to social impairments, communication difficulties, and rigid behaviors. One of those challenges is developing a robust and sufficiently large network of people who can provide advice about a variety of everyday situations. In this dissertation, I investigate ways of supporting adolescents with high functioning autism in navigating their everyday life through specializing social networking services (SNSs). A series of studies were conducted to identify opportunities for the design and use of a specialized SNS to foster the independence. The results demonstrates SNS can support some adolescents and adults with autism in increasing the independence by 1) facilitating the asking of a variety of online networks beyond a primary caregiver; and 2) allowing acquisition of rapid, direct, and informational advice with crowdsourcing. Drawing on several formative studies and investigations, I synthesized design guidelines for inquir.us, a specialized hybrid social question-and-answer (Q&A) platform with features for scaffolding question creation and crowdsourcing answers. Through the initial evaluation of inquir.us, I examined the Q&A behavior of individuals with autism on this platform and identified both opportunities and barriers to adoption in the context of supporting transition skills for the independence. The contributions of this thesis are: (1) a rich description of challenges and opportunities related to attaining independent life using SNSs; (2) empirical studies of individuals with autism’s online Q&A behavior; (3) design implications for designing a specialized SNS facilitating the Q&A interactions; and (4) the design and exploratory study of a social Q&A platform in the real world.

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Pelser, Kerry-Beth. « Using a cell phone application to support caregivers of children with Autism Spectrum Disorder ». Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/76759.

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This mini-dissertation aims to explore the daily realities faced by caregivers of children with autism spectrum disorder and the implications thereof on the use of a cell phone application that can assist in easing the tension between the need for support and the lack of resources to secure that support whenever necessary. Bronfenbrenner’s bio-ecological systems theory, in addition to the assets-based approach, forms the basis on which the study is conceptualised. Using a qualitative approach, a case study research design was used to select the participant by means of purposive sampling. The research participant used the application that was selected for a period of ten days, after which a semi-structured interview was conducted as the primary mode of data collection. The data were then analysed, using inductive thematic analysis, after which themes and subthemes were derived. The findings of the study indicated that the research participant faces a meaningful lack of financial support and social support, and that the cell phone application was seen as a useful tool for supporting her child in spite of this. The study contributed to expanding the current research body on this topic. A major limitation was the sample size of the study being too small for the results to be generalised. Recommendations include that cell phone applications be designed with users’ cultural and language preferences in mind and that more studies of this nature be done.
Dissertation (MEd)--University of Pretoria, 2019.
Educational Psychology
MEd
Unrestricted

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Phan, Helen. « Leksaker för alla : Kiwi Bird Box ». Thesis, Linnéuniversitetet, Institutionen för design, DE, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-20863.

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Utifrån temat Hållbart Samhälle och aspekten Socialt Hållbart Samhälle, är denna uppsats en berättelse om ett examensarbete som tagit sig an leken i förhållande till funktionsnedsättningen autism hos barn och där frukten av examensarbetet blivit en leksaksprodukt. Med hjärta, hjärna och engagemang har jag undersökt utifrån mina användare hur jag kan skapa en artefakt med potential att ge mina användare förutsättningar som de behöver för att leka, samspela och kommunicera. Men även andra barns behov i lek, samspel och kommunikation har varit viktiga att tillgodose då målet har varit att möjliggöra det sociala samspelet mellan båda dessa parter. Med andra barn menas barn oavsett funktionsnedsättning eller ej. Målet har därmed även varit att formge en leksaksprodukt som möter dessa två parters behov, såväl till form som funktion. Visuellt ska leksaksprodukten inte ge något uttryck av hjälpmedel, utan ska snarare vara en leksak som dolt kan tillgodose behoven hos barn med autism. Examensarbetet har även varit en möjlighet för mig som designstudent att få lära mig om hur företag arbetar med design för barn, vilket har lett mig till företaget BRIO AB som givit sina erfarenheter samt åsikter till leksaksprodukten. Leksaksprodukten har även på så sätt haft utgångspunkten i vad jag som designer tror skulle kunna passa in i BRIOs sortiment av leksaker. Som designer har jag ambitionen att arbeta med lekfull och hållbar design för barn. Barn med autism var ett steg för mig att ge mitt område större komplexitet för att ge mig en möjlighet att utvecklas.
Kiwi Bird Box - Leksaker för alla

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Gogan, Bradley Eric. « Impact of Career and Technical Education Programs ». ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3884.

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Autism spectrum disorder rates are climbing in the United States. Because this population is growing, research is needed to understand how to assist these individuals in pursuit of postsecondary educational and employment opportunities. The purpose of this qualitative study, as reflected in the central research question, was to investigate how a career and technical education program impacted the preparedness of students diagnosed with autism spectrum disorder for educational and employment opportunities beyond high school. The conceptual framework was based on Bronfenbrenner's ecological perspective of human development, Zhao and Frank's ecological perspective of technology, and Song's research about distributed cognition. This study used a single case study design, and the case was a career and technical education program at a high school located in Southwestern state. Participants included one program administrator, three career and technical education teachers, and two special education teachers. Data were collected from multiple sources, including individual interviews with participants and program documents. Data analysis included line-by-line coding and category construction to determine themes and discrepancies. Key findings indicated that the CTE program prepared ASD students for postsecondary educational and employment opportunities, differentiated instruction to meet the individual needs of ASD students, technologies such as computers helped ASD students prepare for postsecondary educational and employment opportunities, helped ASD students learn technical skills, life skills, and job skills. As a society we need to recognize ASD students are impacting the paradigm associated with special needs students as they attend universities, work study programs, technical schools, and other opportunities which have evaded this population.

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Puttock, Robin Leigh Ziegenbalg. « Empathetic Design : How Elementary School Environments Designed to Reduce Stress can Foster Inclusion of High Functioning Autistic Children ». Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/83865.

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All people experience stress in their environments. The specific causes of stress vary from person to person as does one's ability to cope with each stressor. This thesis introduces the concept of Empathetic Design, a design strategy possible only when empathy for the inhabitant is achieved by the designer. An Empathetic Designer is able to identify environmental stressors and can employ appropriate design strategies that reduce stress. Though this strategy is meant to be applicable for all people in all environments, the scope of this thesis focuses on the design of elementary school environments. Specifically, the scope is limited to how Empathetic Design can reduce stress and foster the inclusion of high functioning autistic children in a mainstream educational environment. This thesis combines current learning theory and autism research with a visual exploration of building types from six periods of American school design. The hope is to create Empathetic Designers who will inform design of future elementary school facilities.
Master of Architecture

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Abdullah, Muhammad Haziq Lim. « Technology-based intervention for supporting the development of children with autism spectrum disorder ». Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122561/1/Muhammad%20Haziq%20Lim_Abdullah_Thesis.pdf.

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This research designed and evaluated MyCalendar, an exploratory visual calendar application for use by elementary school children on the Autism Spectrum, their parents and teachers, across both home and school settings, with a view to better supporting their communication. The study developed methods of engaging children with ASD that focus around their own motivations, activities and interests, therefore supporting the development of each individual child. The significance of the research is to present a new, collaborative model of parent-child-teacher interactions, using a technology-based intervention to support children with ASD between home and school.

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Thèses sur le sujet « Design for autism »

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