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We present an interdisciplinary methodology for designing interactive multi-modal technology for young children with autism spectrum disorders (ASDs). In line with many other researchers in the field, we believe that the key to developing technology in this context is to embrace perspectives from diverse disciplines to arrive at a methodology that delivers(More)
In this study, the relationship between gesture recognition and imitation was explored. Nineteen individuals with Autism Spectrum Disorder (ASD) were compared to a control group of 23 typically developing children on their ability to imitate and recognize three gesture types (transitive, intransitive, and pantomimes). The ASD group performed more poorly(More)
In 3 experiments the authors investigate how errors in perception produce errors in drawings. In Experiment 1, when Shepard stimuli were shown as a pair of tables, participants made severe errors in trying to adjust 1 part of the stimulus to match the other. When the table legs were removed, revealing a pair of parallelograms with minimal perspective cues,(More)
PURPOSE This article reports a study in which referential communication in 11 individuals with Asperger syndrome (AS) and 11 controls was compared between text chat and telephone, using a route-solving task. METHOD Participants deduced routes by asking closed questions, and the dependent variables were (a) accuracy in working out the route, (b) number of(More)
The aim of the present study was to directly compare working memory skills across students with different developmental disorders to investigate whether the uniqueness of their diagnosis would impact memory skills. The authors report findings confirming differential memory profiles on the basis of the following developmental disorders: Specific Language(More)
Using a modified version of the Virtual Errands Task (VET; McGeorge et al. in Presence-Teleop Virtual Environ 10(4):375-383, 2001), we investigated the executive ability of multitasking in 18 high-functioning adolescents with ASD and 18 typically developing adolescents. The VET requires multitasking (Law et al. in Acta Psychol 122(1):27-44, 2006) because(More)
Children with ASD have difficulty with social communication, particularly joint attention. Interaction in a virtual environment (VE) may be a means for both understanding these difficulties and addressing them. It is first necessary to discover how this population interacts with virtual characters, and whether they can follow joint attention cues in a VE.(More)
Computer-mediated communication in individuals with Asperger syndrome, Tourette syndrome and normal controls was explored with a program called Bubble Dialogue (Gray, Creighton, McMahon, and Cunninghamn (1991)) in which the users type text into speech bubbles. Two scenarios, based on Happé (1994) were adapted to investigate understanding of figure of speech(More)
Autism is characterised by a range of perceptual and sensorimotor deficits, which might be related to abnormalities in how autistic individuals use prior knowledge. We investigated this proposition in a large non-clinical population in the context of the size-weight illusion, where individual's expectations about object weight influence their perceptions of(More)