iGo: Um Protótipo de Software Gamificado para Auxiliar Crianças com Transtorno do Espectro Autista na realização de Atividades de Vida Diária
Resumo
As atividades de vida diária referem-se às tarefas rotineiras de autocuidado, como alimentação, higiene pessoal, vestir-se, locomoção e outras atividades básicas. Para indivíduos com Transtorno do Espectro Autista, essas atividades podem representar desafios para a autonomia e independência. Este artigo apresenta como o design centrado no usuário foi utilizado no processo de prototipagem de um aplicativo móvel que auxilia crianças com Transtorno do Espectro Autista na realização de atividades da vida diária. Além disso, são discutidas as versões de usuário do aplicativo iGo, incluindo aquelas para crianças com autismo, bem como para pais e terapeutas e como a Análise do Comportamento Aplicada e da gamificação foram usadas no design da aplicação.
Referências
American Psychiatric Association, D., & American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5 (Vol. 5, No. 5). Washington, DC: American psychiatric association.
Baio, Jon et. al. (2018). Prevalence of autism spectrum disorder among children aged 8 years—autism and developmental disabilities monitoring network, 11 sites, United States, 2014. MMWR Surveillance Summaries, 67(6), 1.
Silva, N. M. M. D., & Pumariega, Y. N. (2022). A contribuição da Análise do Comportamento Aplicada (ABA) para o tratamento do Transtorno do Espectro Autista (TEA).
Barcelos, K. da S., Martins, M. de F. A., Betone, G. A. B., & Ferruzzi, E. H. (2020). Contribuições da análise do comportamento aplicada para indivíduos com transtorno do espectro do autismo: uma revisão / Contributions to the applied behavior analysis for individuals with autism spectrum disorder: a review. Brazilian Journal of Development, 6(6), 37276–37291.
Simões-Silva, V., Marques, A., Pinho, C., Pereira, D. G., Oliveira, J. F., & Barros, M. L. (2022). Gamification Applied to Autism Spectrum Disorder. In Digital Therapies in Psychosocial Rehabilitation and Mental Health (pp. 163-186). IGI Global.
Hayes, G. R., Hirano, S., Marcu, G., Monibi, M., Nguyen, D. H., & Yeganyan, M. (2010). Interactive visual supports for children with autism. Personal and ubiquitous computing, 14, 663-680.
Oliveira Barros, V. T., de Almeida Zerbetto, C. A., Meserlian, K. T., Barros, R., Crivellari Camargo, M., & Cristina Passos de Carvalho, T. (2014). DayByDay: Interactive and customizable use of mobile technology in the cognitive development process of children with autistic spectrum disorder. In Universal Access in Human-Computer Interaction. Universal Access to Information and Knowledge: 8th International Conference, UAHCI 2014, Held as Part of HCI International 2014, Heraklion, Crete, Greece, June 22-27, 2014, Proceedings, Part II 8 (pp. 443-453). Springer International Publishing.
Lucian, B. O., & Stumpf, A. (2019). Análise de aplicativos destinados ao aprendizado de crianças com transtorno do Espectro Autista. Design e Tecnologia, 9(19), 43-65.
Roll-Hansen, N. (2009). Why the distinction between basic (theoretical) and applied (practical) research is important in the politics of science (pp. 1750-7960). London school of Economics and Political Science, contingency and dissent in Science project.
Gil, A. C. (1999). GIL, AC Métodos e Técnicas e pesquisa social. Editora Atlas S/A, São Paulo, 5ª edição.
Yin, R. K. (2015). Estudo de Caso-: Planejamento e métodos. Bookman editora.
Volkmar, F. R., Lord, C., Bailey, A., Schultz, R. T., & Klin, A. (2004). Autism and pervasive developmental disorders. Journal of child psychology and psychiatry, 45(1), 135-170.
CAMINHA, Vera Lúcia et al. Autismo: vivências e caminhos. São Paulo: Blucher, v. 11, p. 1, 2016.
Rodrigo-Yanguas, M., Martin-Moratinos, M., Menendez-Garcia, A., Gonzalez-Tardon, C., Sanchez-Sanchez, F., Royuela, A., & Blasco-Fontecilla, H. (2021). A virtual reality serious videogame versus online chess augmentation in patients with attention deficit hyperactivity disorder: A randomized clinical trial. Games for Health Journal, 10(4), 283-292.
Stankova, M., Mihova, P., Kamenski, T., & Mehandjiiska, K. (2021, September). Emotional understanding skills training using educational computer game in children with autism spectrum disorder (ASD)-case study. In 2021 44th International Convention on Information, Communication and Electronic Technology (MIPRO) (pp. 672-677). IEEE.
Hall, R. R. (2001). Prototyping for usability. International Journal of Human-Computer Studies, 55, 485-501.
Sousa Jr, A. A., & Melo, L. B. (2022). Uma Revisão Integrativa de Diretrizes Voltadas ao Desenvolvimento de Software para Usuários com Transtorno do Espectro Autista. Anais do XXXIII Simpósio Brasileiro de Informática na Educação, 694-704.
Lubas, M., Mitchell, J., & De Leo, G. (2014). User-centered design and augmentative and alternative communication apps for children with autism spectrum disorders. Sage Open, 4(2), 2158244014537501.
Johnson J. W., Blood E., Freeman A., Simmons K. (2013). Evaluating the effectiveness of teacher-implemeted video prompting on an iPod Touch to teach food-preparation skills to high school students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 28, 147–158.
Yakubova G., Hughes E. M., Hornberger E. (2015). Video-based intervention in teaching fraction problem-solving to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 2865–2875.
Hughes, E. M., & Yakubova, G. (2016). Developing handheld video intervention for students with autism spectrum disorder. Intervention in School and Clinic, 52(2), 115-121.
Werbach, K., & Hunter, D. (2015). The gamification toolkit: dynamics, mechanics, and components for the win. University of Pennsylvania Press.
Allen, K. D., & Warzak, W. J. (2000). The problem of parental nonadherence in clinical behavior analysis: Effective treatment is not enough. Journal of applied behavior analysis, 33(3), 373-391.
Welch, C. D., & Polatajko, H. J. (2016). Applied behavior analysis, autism, and occupational therapy: a search for understanding. The American Journal of Occupational Therapy, 70(4), 7004360020p1-7004360020p5.
Pitts, L., & Dymond, S. (2012). Increasing compliance of children with autism: Effects of programmed reinforcement for high-probability requests and varied inter-instruction intervals. Research in Autism Spectrum Disorders, 6(1), 135-143.
Yakubova, G., & Chen, B. B. (2022). Parent-Implemented Video-Based Intervention to Teach Autistic Children: an Evidence-Based Systematic Review. Review Journal of Autism and Developmental Disorders, 1-24.
Hughes, E. M., & Yakubova, G. (2016). Developing handheld video intervention for students with autism spectrum disorder. Intervention in School and Clinic, 52(2), 115-121.
Gardner, S., & Wolfe, P. (2013). Use of video modeling and video prompting interventions for teaching daily living skills to individuals with autism spectrum disorders: A review. Research and Practice for Persons with Severe Disabilities, 38(2), 73-87.
Baio, Jon et. al. (2018). Prevalence of autism spectrum disorder among children aged 8 years—autism and developmental disabilities monitoring network, 11 sites, United States, 2014. MMWR Surveillance Summaries, 67(6), 1.
Silva, N. M. M. D., & Pumariega, Y. N. (2022). A contribuição da Análise do Comportamento Aplicada (ABA) para o tratamento do Transtorno do Espectro Autista (TEA).
Barcelos, K. da S., Martins, M. de F. A., Betone, G. A. B., & Ferruzzi, E. H. (2020). Contribuições da análise do comportamento aplicada para indivíduos com transtorno do espectro do autismo: uma revisão / Contributions to the applied behavior analysis for individuals with autism spectrum disorder: a review. Brazilian Journal of Development, 6(6), 37276–37291.
Simões-Silva, V., Marques, A., Pinho, C., Pereira, D. G., Oliveira, J. F., & Barros, M. L. (2022). Gamification Applied to Autism Spectrum Disorder. In Digital Therapies in Psychosocial Rehabilitation and Mental Health (pp. 163-186). IGI Global.
Hayes, G. R., Hirano, S., Marcu, G., Monibi, M., Nguyen, D. H., & Yeganyan, M. (2010). Interactive visual supports for children with autism. Personal and ubiquitous computing, 14, 663-680.
Oliveira Barros, V. T., de Almeida Zerbetto, C. A., Meserlian, K. T., Barros, R., Crivellari Camargo, M., & Cristina Passos de Carvalho, T. (2014). DayByDay: Interactive and customizable use of mobile technology in the cognitive development process of children with autistic spectrum disorder. In Universal Access in Human-Computer Interaction. Universal Access to Information and Knowledge: 8th International Conference, UAHCI 2014, Held as Part of HCI International 2014, Heraklion, Crete, Greece, June 22-27, 2014, Proceedings, Part II 8 (pp. 443-453). Springer International Publishing.
Lucian, B. O., & Stumpf, A. (2019). Análise de aplicativos destinados ao aprendizado de crianças com transtorno do Espectro Autista. Design e Tecnologia, 9(19), 43-65.
Roll-Hansen, N. (2009). Why the distinction between basic (theoretical) and applied (practical) research is important in the politics of science (pp. 1750-7960). London school of Economics and Political Science, contingency and dissent in Science project.
Gil, A. C. (1999). GIL, AC Métodos e Técnicas e pesquisa social. Editora Atlas S/A, São Paulo, 5ª edição.
Yin, R. K. (2015). Estudo de Caso-: Planejamento e métodos. Bookman editora.
Volkmar, F. R., Lord, C., Bailey, A., Schultz, R. T., & Klin, A. (2004). Autism and pervasive developmental disorders. Journal of child psychology and psychiatry, 45(1), 135-170.
CAMINHA, Vera Lúcia et al. Autismo: vivências e caminhos. São Paulo: Blucher, v. 11, p. 1, 2016.
Rodrigo-Yanguas, M., Martin-Moratinos, M., Menendez-Garcia, A., Gonzalez-Tardon, C., Sanchez-Sanchez, F., Royuela, A., & Blasco-Fontecilla, H. (2021). A virtual reality serious videogame versus online chess augmentation in patients with attention deficit hyperactivity disorder: A randomized clinical trial. Games for Health Journal, 10(4), 283-292.
Stankova, M., Mihova, P., Kamenski, T., & Mehandjiiska, K. (2021, September). Emotional understanding skills training using educational computer game in children with autism spectrum disorder (ASD)-case study. In 2021 44th International Convention on Information, Communication and Electronic Technology (MIPRO) (pp. 672-677). IEEE.
Hall, R. R. (2001). Prototyping for usability. International Journal of Human-Computer Studies, 55, 485-501.
Sousa Jr, A. A., & Melo, L. B. (2022). Uma Revisão Integrativa de Diretrizes Voltadas ao Desenvolvimento de Software para Usuários com Transtorno do Espectro Autista. Anais do XXXIII Simpósio Brasileiro de Informática na Educação, 694-704.
Lubas, M., Mitchell, J., & De Leo, G. (2014). User-centered design and augmentative and alternative communication apps for children with autism spectrum disorders. Sage Open, 4(2), 2158244014537501.
Johnson J. W., Blood E., Freeman A., Simmons K. (2013). Evaluating the effectiveness of teacher-implemeted video prompting on an iPod Touch to teach food-preparation skills to high school students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 28, 147–158.
Yakubova G., Hughes E. M., Hornberger E. (2015). Video-based intervention in teaching fraction problem-solving to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45, 2865–2875.
Hughes, E. M., & Yakubova, G. (2016). Developing handheld video intervention for students with autism spectrum disorder. Intervention in School and Clinic, 52(2), 115-121.
Werbach, K., & Hunter, D. (2015). The gamification toolkit: dynamics, mechanics, and components for the win. University of Pennsylvania Press.
Allen, K. D., & Warzak, W. J. (2000). The problem of parental nonadherence in clinical behavior analysis: Effective treatment is not enough. Journal of applied behavior analysis, 33(3), 373-391.
Welch, C. D., & Polatajko, H. J. (2016). Applied behavior analysis, autism, and occupational therapy: a search for understanding. The American Journal of Occupational Therapy, 70(4), 7004360020p1-7004360020p5.
Pitts, L., & Dymond, S. (2012). Increasing compliance of children with autism: Effects of programmed reinforcement for high-probability requests and varied inter-instruction intervals. Research in Autism Spectrum Disorders, 6(1), 135-143.
Yakubova, G., & Chen, B. B. (2022). Parent-Implemented Video-Based Intervention to Teach Autistic Children: an Evidence-Based Systematic Review. Review Journal of Autism and Developmental Disorders, 1-24.
Hughes, E. M., & Yakubova, G. (2016). Developing handheld video intervention for students with autism spectrum disorder. Intervention in School and Clinic, 52(2), 115-121.
Gardner, S., & Wolfe, P. (2013). Use of video modeling and video prompting interventions for teaching daily living skills to individuals with autism spectrum disorders: A review. Research and Practice for Persons with Severe Disabilities, 38(2), 73-87.
Publicado
06/08/2023
Como Citar
SOUSA JUNIOR, Antonio Alves de; MELO, Lafayette Batista.
iGo: Um Protótipo de Software Gamificado para Auxiliar Crianças com Transtorno do Espectro Autista na realização de Atividades de Vida Diária. In: WORKSHOP SOBRE AS IMPLICAÇÕES DA COMPUTAÇÃO NA SOCIEDADE (WICS), 4. , 2023, João Pessoa/PB.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 184-194.
ISSN 2763-8707.
DOI: https://doi.org/10.5753/wics.2023.229837.
