Interactive Visual Supports for Children with Autism

Gillian R. Hayes, Sen Hirano, Gabriela Marcu, Mohamad Monibi, David H. Nguyen, and Michael Yeganyan

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.

Original Source

As a child, Gillian Hayes fainted a lot. Doctors asked her to write down how she felt and what she was doing each time she became woozy.

“I thought it was the most ridiculous thing I’d ever heard. The solution is to create and track a bunch of records?” says Hayes, UC Irvine informatics assistant professor. “There had to be a better way.”

The experience piqued her interest in computerized record-keeping, particularly in the areas of healthcare and education. Today, Hayes designs computerized devices that help teachers work with children who have autism.

Gillian Hayes, UCI informatics assistant professor, designs technology that helps teachers work with children who have autism.

One device, called Selective Archiving, records video of a classroom. If a child with disruptive or dangerous behavioral tendencies acts up, the teacher presses a button to save that section of video, as with TiVo. He or she can then watch the recording after hours, when there are fewer distractions. If the button is never pressed, nothing is saved, which protects privacy.

Teachers of children with autism are required to document and analyze disturbing behavior over weeks or even months to determine trends and monitor progress. “Using our system, teachers at a test school went from a nearly 74 percent undocumented rate to just above 41 percent, which is pretty good when you consider how much happens in a busy classroom,” Hayes says.

Another device, Visual Scheduler (vSked for short), takes children with autism through exercises in which they identify the day of the week, the month, the weather outside and other things a teacher might ask in a typical elementary school classroom. On a handheld touch screen, they press a button to choose an answer. If they pick the wrong one, the correct button shakes and turns colors, eliminating the need for a teacher to physically point to the right answer.

Previously, the children stuck answers to a laminated folder using Velcro – a system that wasn’t able to track trends like always choosing the option on the left. “Those kinds of patterns are really hard to see in the analog, paper-based world, but they’re easy to spot with a computer,” Hayes says.

She’s also interested in record-keeping for people with chronic illnesses or conditions such as asthma and obesity, which can occur episodically throughout an individual’s life.

“We need to start thinking about healthcare over a lifetime and not just the acute moments of having the flu or breaking a leg,” Hayes says. “If we have data when we’re healthy, we’ll know much more quickly when we start to decline. The earlier we’re diagnosed, the better the outcome is going to be.”

Computing, she says, can be applied to most problems.

“Everything has computers – your car, the lights in your house, your microwave,” Hayes says. “By combining the things computers do well with human ingenuity, we can address almost any societal issue, from education to healthcare to the environment.”

— Jennifer Fitzenberger, University Communications

Related Links

• Gillian Hayes faculty profile
• Department of Informatics
• Donald Bren School of Information & Computer Sciences

Professor of informatics Gillian Hayes has received an $83,563 award from Autism Speaks for her proposal, “Technology Support for Interactive and Collaborative Visual Schedules”.

This work will focus on developing a digital repository and visual schedule system for use in schools and homes by individuals with autism spectrum disorder (ASD). Using visual schedules, such as words, images and tangible objects to represent activities that will take place (or have taken place) has been shown to reduce the symptoms associated with autism. Using the smart visual schedules system, caregivers can generate reports, share information with one another, and possibly even update an individual schedule at a distance as circumstances change.

Autism Speaks is a New York City-based advocacy organization, founded in February 2005 by Bob Wright, Vice Chairman of General Electric, and his wife Suzanne, to improve public awareness about autism and to promote autism research.

The Wrights founded Autism Speaks to help find a cure for autism spectrum disorders a year after their grandson, Christian, was diagnosed with autism.