The past ten years have seen a great increase in the number of computer-based interventions. For example, Piper et al.  designed a tabletop application for children with ASD in the form of a four-player cooperative game. The authors found the game provided students with an engaging experience for group work, something they usually find challenging. Hendrix et al.  studied the design of a tangible tabletop application to engage shy or socially withdrawn children in games by giving them roles that encouraged other children to engage with them in a positive manner with promising results. Gal et al.  conducted a three-week study with six children diagnosed with ASD (aged 8-10) using Story Table, software implemented on a DiamondTouch multitouch surface that used enforced collaboration in the context of storytelling. They observed an increase in children’s responses to peers, with more positive affect, and greater likelihood to express emotions.