Designing computer-based rewards with and for children with Autism Spectrum Disorder and/or Intellectual Disability |
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| Affiliation: | 1. University of Bath, Department of Computer Science, UK;2. University of Bath, Department of Psychology, UK;1. Faculty of Education, Department of Didactics and School Organization at the Faculty of Education, University of Granada (Spain), Campus “La Cartuja” s/n, 18071, Spain;2. Faculty of Education, Department of Developmental and Educational Psychology, University of Granada (Spain), Campus “La Cartuja” s/n, 18071, Spain;1. School of Psychological Sciences, Monash University, Melbourne, Australia;2. Centre for Developmental Psychology & Psychiatry, Department of Psychiatry, School of Clinical Sciences, Monash University, Melbourne, Australia;3. Department of Psychology, Durham University, England, United Kingdom;1. Curtin Autism Research Group, School of Occupational Therapy, Social Work and Speech Pathology, Curtin University, Perth, Western Australia, Australia;2. Cooperative Research Centre for Living with Autism (Autism CRC), Long Pocket Brisbane, Queensland, Australia;3. School of Psychological Science, University of Western Australia, Perth, Western Australia, Australia;4. School of Education and Communication, CHILD programme, Institute of Disability Research, J?nk?ping University, J?nk?ping County, Sweden;5. Division of Neuropsychiatry Unit, Department of Women’s and Children’s Health, Center of Neurodevelopment Disorders at Karolinska Intitutet (KIND), Stockholm, Sweden;6. Child and Adolescent Psychiatry, Center for Psychiatry Research, Stockholm County Council, Sweden;1. Autism Spectrum Disorders Research Center, Hamadan University of Medical Sciences, Fahmideh St., Hamadan, 6517838678, Iran;2. Autism Spectrum Disorders Research Center, Hamadan University of Medical Sciences, Fahmideh St., Hamadan, 6517838678, Iran;3. Social Determinants of Health Research Center, Hamadan University of Medical Sciences, Hamadan, 6517838678, Iran |
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| Abstract: | Children with Autism Spectrum Disorder (ASD) tend to have an affinity for digital technologies, often preferring computer-assisted learning to human-assisted learning. Many children with ASD are also diagnosed with Intellectual Disabilities (ID), yet design studies involving children with ASD and ID are scarce. Rewards can have a positive impact on children's learning and motivation, but little is known about the nature and impact of rewards for children with ASD, and/or ID. Digital technologies are well placed to provide task-based rewards, and in combination with a better understanding of the reward preferences of children with ASD and/or ID this has significant potential to enhance learning. This paper presents two robust participatory design (PD) studies involving children with: i) ASD; ii) ID; and iii) both ASD and ID. The studies aimed to identify: i) the reward preferences of children with ASD and/or ID (RQ1) and ii) how rewards might develop throughout a task as the child progresses (RQ2). Results revealed a number of reward categories that were common to all children, as well as children's preferences for how rewards could develop as they progress through computer-based tasks, for the first time. Original implications for designing computer-based rewards embedded within digital intervention/educational technologies for children with ASD and/or ID, are discussed. |
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| Keywords: | Autism Spectrum Disorders Intellectual disability Rewards Participatory design Computer-assisted learning Technology design |
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