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

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.