Learn More
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 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)
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)
Brain Quest is an active smart phone game designed to promote both physical activity and executive function in 10-11 year old children. This paper describes the user centred design process which involved a team of psychologists, HCI experts, physical activity specialists and thirty four children over a period of 18 months. Results of two preliminary studies(More)
Problems with joint attention (JA) are core features of Autism Spectrum Disorders (ASD). Here, we investigate how typically developing (TD) children and children with ASD respond to joint attention (RJA) and initiate joint attention (IJA) with a gaze contingent avatar. Thirty-one participants with ASD and 33 TD matched controls followed and directed the(More)
The aim of this paper is to support the idea that not only the robots behaviours, but also development/experience of the participant matters, when teaching a robot. The results presented encourage us to look more closer in the interplay between teacher and learners perspective to create the robots behaviour for a natural interaction. The results, therefore,(More)
The following study outlines a new computerized executive function task (Slippy's Adventure) inspired by the Towers of Hanoi task. The main focus was to determine if the task was developmentally sensitive. A further consideration was how physical embodiment would affect performance. This line of enquiry arose from recent developments in HCI (human-computer(More)