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Multitouch tablet applications and activities to enhance the social skills of children with autism spectrum disorders

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Abstract

In spite of great improvements in early diagnosis and interventions, most children diagnosed with autism spectrum disorders (ASD) are unlikely to live independently when they reach adulthood. We have been conducting research on novel computer-based interventions with the goal of promoting social skills. Working with 26 children with ASD, their teachers, and other stakeholders, we have iteratively developed a set of activities based on applications that run on multitouch tablets. Our observations suggest these activities increased pro-social behaviors such as collaboration and coordination, augmented appreciation for social activities, and provided children with novel forms of expression.

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Acknowledgments

We would like to thank the children, parents, teachers, and special education staff at Hoover Elementary School, Four Oaks, and the Grant Wood Area Education Agency for all their help in conducting this research. In particular, we would like to thank Deb Scott-Miller from the Grant Wood Area Education Agency, and Monica Ryan-Rausch from Four Oaks. We would also like to thank the parent support group and the members of GRASP in Iowa City for their encouragement and feedback. This work was funded in part by the Iowa Department of Education through our University’s Regional Autism Services Program, one of the Child Health Specialty Clinics.

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Authors and Affiliations

  1. Department of Computer Science, University of Iowa, 14 MacLean Hall, Iowa City, IA, 52242, USA

    Juan Pablo Hourcade, Natasha E. Bullock-Rest & Thomas E. Hansen

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  1. Juan Pablo Hourcade
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  2. Natasha E. Bullock-Rest
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  3. Thomas E. Hansen
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Correspondence to Juan Pablo Hourcade.

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Hourcade, J.P., Bullock-Rest, N.E. & Hansen, T.E. Multitouch tablet applications and activities to enhance the social skills of children with autism spectrum disorders. Pers Ubiquit Comput 16, 157–168 (2012). https://doi.org/10.1007/s00779-011-0383-3

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  • DOI: https://doi.org/10.1007/s00779-011-0383-3

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