Should I use my imagination?' An attempt at co-designing a game editor within an app for alternative communication with children with autism
Resumo
Within the spectrum of autism, there are children who are unable to communicate orally, which places severe barriers to their education and integration to society. Augmentative and Alternative Communication (AAC) technologies assist these children in expressing themselves, usually through a card-based interface. AAC apps became very popular in schools, helping educators to include children with disabilities in learning activities. In this context, new possibilities that go beyond communication emerge from the teachers and students' creativity, in particular the creation of playful educational content using these apps. However, as AAC apps were not designed for this goal, there are many limitations when users attempt to make these adaptations. This situation motivated the experience presented in this paper, where we worked with teachers and children with autism who already used the Livox AAC app, to design a new module with the aim of providing the necessary tools for creating games in the context of alternative communication, while still maintaining accessibility. The experience reinforced the importance to think about alternative methods of co-design and be ready to adapt when co-designing with children with autism, so that they can effectively contribute to the design process, having their opinions, wishes and capabilities truly taken into account.
Palavras-chave:
Autism, Alternative Augmented Communication, Learning through Play
Referências
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Andrew S Bondy and Lori A Frost. 1994. The picture exchange communication system. Focus on autistic behavior 9, 3 (1994), 1–19.
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M Ariel Cascio, J A Weiss, and E Racine. 2021. Making autism research inclusive by attending to intersectionality: A review of the research ethics literature. Review Journal of Autism and Developmental Disorders 8 (2021), 22–36.
Judith Good Christopher Frauenberger and Wendy Keay-Bright. 2011. Designing technology for children with special needs: bridging perspectives through participatory design. CoDesign 7, 1 (2011), 1–28. DOI: 10.1080/15710882.2011.587013
Rebeka Quidute Balbino da Silva, Denise Soares da Silva Domingos, and Lauriceia Tomaz da Silva. 2017. A CONTRIBUIÇÃO DO LIVOX NO DESENVOLVIMENTO DA APRENDIZAGEM DE CRIANÇAS COM TRANSTORNO DO ESPECTRO DO AUTISMO (TEA).. In Anais IV CONEDU Congresso Nacional de Educação).
Allison Druin. 2002. The role of children in the design of new technology. Behaviour and information technology 21, 1 (2002), 1–25.
Allison Druin, Ben Bederson, Angela Boltman, Adrian Miura, Debby Knotts-Callahan, and Mark Platt. 1999. Children as our technology design partners. The design of children’s technology 1 (1999), 51–72.
Pelle Ehn. 2008. Participation in design things. In Participatory Design Conference (PDC), Bloomington, Indiana, USA (2008). ACM Digital Library, 92–101.
Yasmin Elsahar, Sijung Hu, Kaddour Bouazza-Marouf, David Kerr, and Annysa Mansor. 2019. Augmentative and alternative communication (AAC) advances: A review of configurations for individuals with a speech disability. Sensors 19, 8 (2019), 1911.
Ulrika Ferm, Britt Amberntson, and Gunilla Thunberg. 2001. Development and evaluation of a Minspeak™ application using Blissymbols: Experiences from two case studies. Augmentative and Alternative Communication 17, 4 (2001), 233–244.
Andre Fialho. 2024. Integrando um aplicativo de comunicação alternativa. Incluir & Educar.
Natália Franco, Edson Silva, Rinaldo Lima, and Robson Fidalgo. 2018. Towards a reference architecture for augmentative and alternative communication systems. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), Vol. 29. 1073.
Anita Franklin and Patricia Sloper. 2009. Supporting the participation of disabled children and young people in decision-making. Children & Society 23, 1 (2009), 3–15.
Christopher Frauenberger, Judith Good, and Alyssa Alcorn. 2012. Challenges, opportunities and future perspectives in including children with disabilities in the design of interactive technology. In Proceedings of the 11th International Conference on Interaction Design and Children. 367–370.
Christopher Frauenberger, Julia Makhaeva, and Katta Spiel. 2016. Designing Smart Objects with Autistic Children: Four Design Exposès. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (San Jose, California, USA) (CHI ’16). Association for Computing Machinery, New York, NY, USA, 130–139. DOI: 10.1145/2858036.2858050
Cristiane de Fátima Costa Freire, Francileide Batista de Almeida Vieira, and Disneylândia Maria Ribeiro. 2024. Atendimento educacional especializado em salas de recursos multifuncionais: estado da arte em teses e dissertações. Revista Educação e Emancipação 17, 2 (2024), 392–413.
Paola García, Eduardo Lleida, Diego Castán, José Manuel Marcos, and David Romero. 2015. Context-aware communicator for all. In Universal Access in HumanComputer Interaction. Access to Today’s Technologies: 9th International Conference, UAHCI 2015, Held as Part of HCI International 2015, Los Angeles, CA, USA, August 2-7, 2015, Proceedings, Part I 9. Springer, 426–437.
Mohamad Hassan Fadi Hijab, Bilikis Banire, Joselia Neves, Marwa Qaraqe, Achraf Othman, and Dena Al-Thani. 2023. Co-design of Technology Involving Autistic Children: A Systematic Literature Review. International Journal of Human– Computer Interaction (2023), 1–19.
Christine Holyfield and Elizabeth Lorah. 2023. Effects of high-tech versus low-tech AAC on indices of happiness for school-aged children with multiple disabilities. Journal of Developmental and Physical Disabilities 35, 2 (2023), 209–225.
Teresa Iacono, Juliet Goldbart, Sarah N Douglas, and Ana Garcia-Melgar. 2022. A scoping review and appraisal of AAC research in inclusive school settings. Journal of Developmental and Physical Disabilities 34, 6 (2022), 963–985.
Elizabeth R Lorah, Matt Tincani, and Ashley Parnell. 2018. Current trends in the use of handheld technology as a speech-generating device for children with autism. Behavior Analysis: Research and Practice 18, 3 (2018), 317.
David McNaughton, Janice Light, David R Beukelman, Chris Klein, Dana Nieder, and Godfrey Nazareth. 2019. Building capacity in AAC: A person-centred approach to supporting participation by people with complex communication needs. Augmentative and Alternative Communication 35, 1 (2019), 56–68.
Rodica Neamtu, André Camara, Carlos Pereira, and Rafael Ferreira. 2019. Using artificial intelligence for augmentative alternative communication for children with disabilities. In Human-Computer Interaction–INTERACT 2019: 17th IFIP TC 13 International Conference, Paphos, Cyprus, September 2–6, 2019, Proceedings, Part I 17. Springer, 234–243.
Sarah Parsons, Kathryn Ivil, Hanna Kovshoff, and Efstathia Karakosta. 2021. ‘Seeing is believing’: Exploring the perspectives of young autistic children through Digital Stories. Journal of early childhood research 19, 2 (2021), 161–178.
Jayr Alencar Pereira, Jaylton Alencar Pereira, Cleber Zanchettin, and Robson do Nascimento Fidalgo. 2024. PrAACT: Predictive Augmentative and Alternative Communication with Transformers. Expert Systems with Applications 240 (2024), 122417.
Anne Marie Piper, Eileen O’Brien, Meredith Ringel Morris, and Terry Winograd. 2006. SIDES: a cooperative tabletop computer game for social skills development. In Proceedings of the 2006 20th Anniversary Conference on Computer Supported CooperativeWork (Banff, Alberta, Canada) (CSCW ’06).Association for Computing Machinery, New York, NY, USA, 1–10. DOI: 10.1145/1180875.1180877
Andrés A Ramírez-Duque, Luis F Aycardi, Adriana Villa, Marcela Munera, Teodiano Bastos, Tony Belpaeme, Anselmo Frizera-Neto, and Carlos A Cifuentes. 2021. Collaborative and inclusive process with the autism community: a case study in Colombia about social robot design. International Journal of Social Robotics 13 (2021), 153–167.
Tom Shakespeare. 2017. Disability: the basics. Routledge.
Josiane Almeida da Silva. 2022. Um estudo semiótico do aplicativo digital Livox: mediação e alfabetização de estudantes com Transtorno do Espectro do Autismo. Ph.D. Dissertation. Universidade Católica de Pernambuco.
Unicef et al. 2012. The right of children with disabilities to education: A rightsbased approach to inclusive education. Geneva: UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States (CEECIS) (2012).
Bimlesh Wadhwa and Clarence Cai Jianxiong. 2013. Collaborative tablet applications to enhance language skills of children with autism spectrum disorder. In Proceedings of the 11th Asia Pacific Conference on Computer Human Interaction (Bangalore, India) (APCHI ’13). Association for Computing Machinery, New York, NY, USA, 39–44. DOI: 10.1145/2525194.2525297
Cara Wilson, Margot Brereton, Bernd Ploderer, and Laurianne Sitbon. 2019. CoDesign Beyond Words: ’Moments of Interaction’ with Minimally-Verbal Children on the Autism Spectrum. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems. 1–15.
Ya-ping Wu, Ming-chung Chen, Ya-yu Lo, and Chun-han Chiang. 2020. Effects of peer-mediated instruction with AAC on science learning and communitive responses of students with significant cognitive disabilities in Taiwan. Research and Practice for Persons with Severe Disabilities 45, 3 (2020), 178–195.
Randy Zhu, Dianna Hardy, and Trina Myers. 2022. Community led co-design of a social networking platform with adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders 52, 1 (2022), 38–51.
Andrew S Bondy and Lori A Frost. 1994. The picture exchange communication system. Focus on autistic behavior 9, 3 (1994), 1–19.
Andrew S Bondy and Lori A Frost. 2001. The picture exchange communication system. Behavior modification 25, 5 (2001), 725–744.
M Ariel Cascio, J A Weiss, and E Racine. 2021. Making autism research inclusive by attending to intersectionality: A review of the research ethics literature. Review Journal of Autism and Developmental Disorders 8 (2021), 22–36.
Judith Good Christopher Frauenberger and Wendy Keay-Bright. 2011. Designing technology for children with special needs: bridging perspectives through participatory design. CoDesign 7, 1 (2011), 1–28. DOI: 10.1080/15710882.2011.587013
Rebeka Quidute Balbino da Silva, Denise Soares da Silva Domingos, and Lauriceia Tomaz da Silva. 2017. A CONTRIBUIÇÃO DO LIVOX NO DESENVOLVIMENTO DA APRENDIZAGEM DE CRIANÇAS COM TRANSTORNO DO ESPECTRO DO AUTISMO (TEA).. In Anais IV CONEDU Congresso Nacional de Educação).
Allison Druin. 2002. The role of children in the design of new technology. Behaviour and information technology 21, 1 (2002), 1–25.
Allison Druin, Ben Bederson, Angela Boltman, Adrian Miura, Debby Knotts-Callahan, and Mark Platt. 1999. Children as our technology design partners. The design of children’s technology 1 (1999), 51–72.
Pelle Ehn. 2008. Participation in design things. In Participatory Design Conference (PDC), Bloomington, Indiana, USA (2008). ACM Digital Library, 92–101.
Yasmin Elsahar, Sijung Hu, Kaddour Bouazza-Marouf, David Kerr, and Annysa Mansor. 2019. Augmentative and alternative communication (AAC) advances: A review of configurations for individuals with a speech disability. Sensors 19, 8 (2019), 1911.
Ulrika Ferm, Britt Amberntson, and Gunilla Thunberg. 2001. Development and evaluation of a Minspeak™ application using Blissymbols: Experiences from two case studies. Augmentative and Alternative Communication 17, 4 (2001), 233–244.
Andre Fialho. 2024. Integrando um aplicativo de comunicação alternativa. Incluir & Educar.
Natália Franco, Edson Silva, Rinaldo Lima, and Robson Fidalgo. 2018. Towards a reference architecture for augmentative and alternative communication systems. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), Vol. 29. 1073.
Anita Franklin and Patricia Sloper. 2009. Supporting the participation of disabled children and young people in decision-making. Children & Society 23, 1 (2009), 3–15.
Christopher Frauenberger, Judith Good, and Alyssa Alcorn. 2012. Challenges, opportunities and future perspectives in including children with disabilities in the design of interactive technology. In Proceedings of the 11th International Conference on Interaction Design and Children. 367–370.
Christopher Frauenberger, Julia Makhaeva, and Katta Spiel. 2016. Designing Smart Objects with Autistic Children: Four Design Exposès. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (San Jose, California, USA) (CHI ’16). Association for Computing Machinery, New York, NY, USA, 130–139. DOI: 10.1145/2858036.2858050
Cristiane de Fátima Costa Freire, Francileide Batista de Almeida Vieira, and Disneylândia Maria Ribeiro. 2024. Atendimento educacional especializado em salas de recursos multifuncionais: estado da arte em teses e dissertações. Revista Educação e Emancipação 17, 2 (2024), 392–413.
Paola García, Eduardo Lleida, Diego Castán, José Manuel Marcos, and David Romero. 2015. Context-aware communicator for all. In Universal Access in HumanComputer Interaction. Access to Today’s Technologies: 9th International Conference, UAHCI 2015, Held as Part of HCI International 2015, Los Angeles, CA, USA, August 2-7, 2015, Proceedings, Part I 9. Springer, 426–437.
Mohamad Hassan Fadi Hijab, Bilikis Banire, Joselia Neves, Marwa Qaraqe, Achraf Othman, and Dena Al-Thani. 2023. Co-design of Technology Involving Autistic Children: A Systematic Literature Review. International Journal of Human– Computer Interaction (2023), 1–19.
Christine Holyfield and Elizabeth Lorah. 2023. Effects of high-tech versus low-tech AAC on indices of happiness for school-aged children with multiple disabilities. Journal of Developmental and Physical Disabilities 35, 2 (2023), 209–225.
Teresa Iacono, Juliet Goldbart, Sarah N Douglas, and Ana Garcia-Melgar. 2022. A scoping review and appraisal of AAC research in inclusive school settings. Journal of Developmental and Physical Disabilities 34, 6 (2022), 963–985.
Elizabeth R Lorah, Matt Tincani, and Ashley Parnell. 2018. Current trends in the use of handheld technology as a speech-generating device for children with autism. Behavior Analysis: Research and Practice 18, 3 (2018), 317.
David McNaughton, Janice Light, David R Beukelman, Chris Klein, Dana Nieder, and Godfrey Nazareth. 2019. Building capacity in AAC: A person-centred approach to supporting participation by people with complex communication needs. Augmentative and Alternative Communication 35, 1 (2019), 56–68.
Rodica Neamtu, André Camara, Carlos Pereira, and Rafael Ferreira. 2019. Using artificial intelligence for augmentative alternative communication for children with disabilities. In Human-Computer Interaction–INTERACT 2019: 17th IFIP TC 13 International Conference, Paphos, Cyprus, September 2–6, 2019, Proceedings, Part I 17. Springer, 234–243.
Sarah Parsons, Kathryn Ivil, Hanna Kovshoff, and Efstathia Karakosta. 2021. ‘Seeing is believing’: Exploring the perspectives of young autistic children through Digital Stories. Journal of early childhood research 19, 2 (2021), 161–178.
Jayr Alencar Pereira, Jaylton Alencar Pereira, Cleber Zanchettin, and Robson do Nascimento Fidalgo. 2024. PrAACT: Predictive Augmentative and Alternative Communication with Transformers. Expert Systems with Applications 240 (2024), 122417.
Anne Marie Piper, Eileen O’Brien, Meredith Ringel Morris, and Terry Winograd. 2006. SIDES: a cooperative tabletop computer game for social skills development. In Proceedings of the 2006 20th Anniversary Conference on Computer Supported CooperativeWork (Banff, Alberta, Canada) (CSCW ’06).Association for Computing Machinery, New York, NY, USA, 1–10. DOI: 10.1145/1180875.1180877
Andrés A Ramírez-Duque, Luis F Aycardi, Adriana Villa, Marcela Munera, Teodiano Bastos, Tony Belpaeme, Anselmo Frizera-Neto, and Carlos A Cifuentes. 2021. Collaborative and inclusive process with the autism community: a case study in Colombia about social robot design. International Journal of Social Robotics 13 (2021), 153–167.
Tom Shakespeare. 2017. Disability: the basics. Routledge.
Josiane Almeida da Silva. 2022. Um estudo semiótico do aplicativo digital Livox: mediação e alfabetização de estudantes com Transtorno do Espectro do Autismo. Ph.D. Dissertation. Universidade Católica de Pernambuco.
Unicef et al. 2012. The right of children with disabilities to education: A rightsbased approach to inclusive education. Geneva: UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States (CEECIS) (2012).
Bimlesh Wadhwa and Clarence Cai Jianxiong. 2013. Collaborative tablet applications to enhance language skills of children with autism spectrum disorder. In Proceedings of the 11th Asia Pacific Conference on Computer Human Interaction (Bangalore, India) (APCHI ’13). Association for Computing Machinery, New York, NY, USA, 39–44. DOI: 10.1145/2525194.2525297
Cara Wilson, Margot Brereton, Bernd Ploderer, and Laurianne Sitbon. 2019. CoDesign Beyond Words: ’Moments of Interaction’ with Minimally-Verbal Children on the Autism Spectrum. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems. 1–15.
Ya-ping Wu, Ming-chung Chen, Ya-yu Lo, and Chun-han Chiang. 2020. Effects of peer-mediated instruction with AAC on science learning and communitive responses of students with significant cognitive disabilities in Taiwan. Research and Practice for Persons with Severe Disabilities 45, 3 (2020), 178–195.
Randy Zhu, Dianna Hardy, and Trina Myers. 2022. Community led co-design of a social networking platform with adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders 52, 1 (2022), 38–51.
Publicado
07/11/2024
Como Citar
PONTUAL FALCÃO, Taciana; MACHADO, Karina; PINTO NETO, Zózimo; MIRANDA, Alinny; CAVALCANTI, Ana Paula; RODRIGUES, Paulo; PEREIRA, Carlos; NASCIMENTO, André.
Should I use my imagination?' An attempt at co-designing a game editor within an app for alternative communication with children with autism. In: SIMPÓSIO BRASILEIRO SOBRE FATORES HUMANOS EM SISTEMAS COMPUTACIONAIS (IHC), 23. , 2024, Brasília/DF.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 1-12.
