Abstract
This paper reports on an investigation that found that conventional techniques for including users in technology design are likely to fail if the user has autism. The heterogeneity of autistic symptomatology across cognitive, social, behavioural and communication domains suggests a ‘single user’ environment, while rendering typical design interaction techniques meaningless, making the need for assistive technologies great, and the risk of abandonment high. This complex problem of urgency and constraint was addressed through a Delphi study with a panel of psychologists critiquing design activities for people with autism. The major finding is that while each of the activities may work if modified, all require that the designer is well acquainted with autism in general and has a close working relationship based on trust with the individual user. If these requirements are met, there is no reason that the abandonment rate cannot be reduced.
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Hodgdon, L.: Visual Strategies for Improving Communication: Practical Supports for School & Home. Quirkroberts Pub., Michigan (1996)
Kintsch, A., de Paula, R.: A Framework for the Adoption of Assistive Technology. In: SWAAAC 2002: Supporting Learning Through Assistive Technology, Winter Park, CO, USA (2002), http://www.cs.colorado.edu/~l3d/clever/assets/pdf/ak-SWAAAC02.pdf
Preece, J., Rogers, Y., Sharp, H.: Interaction design: beyond human-computer interaction. John Wiley & Sons, New York (2002)
Attwood, T.: Asperger’s Syndrome: A guide for parents and professionals. Jessica Kingsley Publishers, London (1998)
Ghaziuddin, M., Ghaziuddin, N., Greden, J.: Depression in persons with autism: implications for research and clinical care. Journal of Autism and Developmental Disorders 32(4), 299–306 (2002)
Barnhill, G.: Social attributions and depression in adolescents with Asperger syndrome. Focus on Autism and Other Developmental Disabilities 16(1), 46–53 (2001)
Griswold, D.E., Barnhill, G.P., Myles, B.S., Hagiwara, T., Simpson, R.L.: Asperger syndrome and academic achievement. Focus on Autism and Other Developmental Disabilities 17(2), 94–102 (Summer 2002)
Delbecq, A.L., Van den Ven, A.H., Gustafson, D.H.: Group techniques for program planning: a guide to nominal group and Delphi processes. Glenview, Ill, Scott (1975)
Danielsson, H., Svensk, A.: Digital Pictures as Cognitive Assistance. In: AAATE 2001, Ljubljana, Slovenia, September 3-6 (2001), http://www.english.certec.lth.se/isaac
Iovannone, R., Dunlap, G., Huber, H., Kincaid, D.: Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities 18(3), 150–165 (2003)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2005 IFIP International Federation for Information Processing
About this paper
Cite this paper
Francis, P., Firth, L., Mellor, D. (2005). Reducing the Risk of Abandonment of Assistive Technologies for People with Autism. In: Costabile, M.F., Paternò, F. (eds) Human-Computer Interaction - INTERACT 2005. INTERACT 2005. Lecture Notes in Computer Science, vol 3585. Springer, Berlin, Heidelberg. https://doi.org/10.1007/11555261_115
Download citation
DOI: https://doi.org/10.1007/11555261_115
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-28943-2
Online ISBN: 978-3-540-31722-7
eBook Packages: Computer ScienceComputer Science (R0)