Disability studies and assistive technology are two related fields that have long shared common goals - understanding the experience of disability and identifying and addressing relevant issues. Despite these common goals, there are some important differences in what professionals in these fields consider problems, perhaps related to the lack of connection between the fields. To help bridge this gap, we review some of the key literature in disability studies. We present case studies of two research projects in assistive technology and discuss how the field of disability studies influenced that work, led us to identify new or different problems relevant to the field of assistive technology, and helped us to think in new ways about the research process and its impact on the experiences of individuals who live with disability. We also discuss how the field of disability studies has influenced our teaching and highlight some of the key publications and publication venues from which our community may want to draw more deeply in the future.

/pdf/disability-studies-as-a-source-of-critical-inquiry-for-the-327v7a8zke.pdf

Disability studies as a source of critical inquiry for the field of assistive technology

MOSOCO is a mobile assistive application that uses augmented reality and the visual supports of a validated curriculum, the Social Compass, to help children with autism practice social skills in real-life situations. In this paper, we present the results of a seven-week deployment study of MOSOCO in a public school in Southern California with both students with autism and neurotypical students. The results of our study demonstrate that MOSOCO facilitates practicing and learning social skills, increases both quantity and quality of social interactions, reduces social and behavioral missteps, and enables the integration of children with autism in social groups of neurotypical children. The findings from this study reveal emergent practices of the uses of mobile assistive technologies in real-life situations.

/pdf/mosoco-a-mobile-assistive-tool-to-support-children-with-tkh5ysd62o.pdf

MOSOCO: a mobile assistive tool to support children with autism practicing social skills in real-life situations

Children with autism have difficulty sustaining their selective attention during therapy sessions. Attention management techniques involve the use of verbal and visual prompting, annotated on top of the physical objects used during therapies. Here, the authors explore how augmented reality helps integrate the physical and digital worlds, mimicking current strategies for attention management in autism. They describe their design decisions when developing the Mobile Object Identification System (Mobis), a mobile augmented reality application that lets teachers superimpose digital content on top of physical objects. The results of a five-week deployment study demonstrate that Mobis is useful and easy to use, increases the sustained and selective attention of children with autism, and elicits positive emotions during therapies. This article is part of a special issue on managing attention.

Using Augmented Reality to Help Children with Autism Stay Focused

The study of Child Computer Interaction is a growing subfield of HCI. Child Computer Interaction encompasses traditional HCI but also specifically reaches out into the areas of child psychology, learning and play. The aim of this SIG is to bring together researchers and practitioners working in this area, to discover current themes, to explore the creation of a more formal working group, to locate publishing opportunities and to foster international co-operation.

Child-Computer Interaction

We have developed a system for automatic facial expression recognition running on Google Glass, delivering real-time social cues to children with Autism Spectrum Disorder (ASD). The system includes multiple mechanisms to engage children and their parents, who administer this technology within the home. We completed an at-home design trial with 14 families that used the learning aid over a 3-month period. We found that children with ASD generally respond well to wearing the system at home and opt for the most expressive feedback choice. We further evaluated app usage, facial engagement, and model accuracy. We found that the device can act as a powerful training aid when used periodically in the home, that interactive video content from wearable therapy sessions should be augmented with sufficient context about the content to produce long-term engagement, and that the design of wearable systems for children with ASD should be heavily dependent on the functioning level of the child. We contribute general design implications for developing wearable aids used by children with ASD and other behavioral disorders as well as their parents during at-home parent-administered therapy sessions.

https://dl.acm.org/doi/pdf/10.1145/3130977

SuperpowerGlass: A Wearable Aid for the At-Home Therapy of Children with Autism

Interventions to support children with autism often include the use of visual supports, which are cognitive tools to enable learning and the production of language. Although visual supports are effective in helping to diminish many of the challenges of autism, they are difficult and time-consuming to create, distribute, and use. In this paper, we present the results of a qualitative study focused on uncovering design guidelines for interactive visual supports that would address the many challenges inherent to current tools and practices. We present three prototype systems that address these design challenges with the use of large group displays, mobile personal devices, and personal recording technologies. We also describe the interventions associated with these prototypes along with the results from two focus group discussions around the interventions. We present further design guidance for visual supports and discuss tensions inherent to their design.

/pdf/interactive-visual-supports-for-children-with-autism-31gt331227.pdf

Interactive visual supports for children with autism

Children with special needs often struggle to communicate about even the most basic of concepts. For children who cannot verbally communicate, augmentative visual communications tools can enable them to get their needs met, to socialize, and more. Despite these benefits, the tools currently available have many shortcomings. In this paper, we present results from a preliminary formative study focused on understanding current tools, and determine needs for the design of new tools. We also present the design of Mocotos, a new class of mobile communications tools for children with special needs.

Mocotos: mobile communications tools for children with special needs

In this paper we describe the use of collaborative filtering to make predictions about place using data from custom instant messaging status Previous research has shown accurate predictions can be made from an individual's personal data The work in this paper demonstrates that community data can be used to make predictions in locations that are completely new to a user

Getting Places: Collaborative Predictions from Status

Interventions to support children with cognitive and social developmental disabilities often include visual elements. Use of visual artifacts has been shown to increase the communication and understanding levels of children with disabilities. We describe a research agenda for expanding these capabilities using interactive, collaborative and intelligent systems.

Interactive and intelligent visual communication systems

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Interactive visual supports for children with autism

Mocotos: mobile communications tools for children with special needs

Getting Places: Collaborative Predictions from Status

Interactive and intelligent visual communication systems