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Related Experiment Video

Updated: Apr 1, 2026

Eye Tracking Young Children with Autism

Eye Tracking Young Children with Autism

Published on: March 27, 2012

Using Multitouch Collaboration Technology to Enhance Social Interaction of Children with High-Functioning Autism.

Eynat Gal¹, Liron Lamash¹, Nirit Bauminger-Zviely²

¹a University of Haifa , Haifa , Israel.

Physical & Occupational Therapy in Pediatrics

|October 1, 2015

Summary

The StoryTable intervention significantly improved social interaction and collaborative play in children with high-functioning Autism Spectrum Disorder (HFASD). These social skills gains were maintained three weeks post-intervention.

Keywords:

Children high-functioning autism spectrum disorders social interaction social intervention technology

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Last Updated: Apr 1, 2026

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Published on: March 27, 2012

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

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Published on: April 22, 2015

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos

Published on: December 7, 2018

Area of Science:

Developmental Psychology
Human-Computer Interaction
Special Education

Background:

Children with high-functioning Autism Spectrum Disorder (HFASD) often experience challenges in social communication.
These difficulties can affect daily life functioning and participation.
Interventions targeting social skills are crucial for this population.

Purpose of the Study:

To evaluate the effectiveness of the StoryTable, a collaborative narrative multitouch tabletop interface, in enhancing social interaction for children with HFASD.
To assess the transfer of learned social skills to other tasks.

Main Methods:

A 3-week intervention involving 14 boys with HFASD (aged 7-12 years) using the StoryTable.
Social interactions were video-recorded and coded using the Friendship Observation Scale before, immediately after, and 3 weeks after the intervention.
Nonparametric statistical tests were used to analyze differences in social behaviors.

Main Results:

Significant increases in positive social interactions and collaborative play were observed post-intervention.
Significant decreases in negative social interactions were noted, indicating skill generalization.
Improvements in social interaction were sustained at the 3-week follow-up.

Conclusions:

Collaborative technology-based interventions, like the StoryTable, show promise for improving social interaction in children with HFASD.
These findings support the integration of such tools in educational settings.
The study highlights the potential of technology to foster social skill development in children with ASD.