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|Title:||Opportunities and Challenges in Developing Technology-Based Social Skills Interventions for Youth With Autism Spectrum Disorder: A Qualitative Analysis of Parent Perspectives|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Rashedi, R., Bonnet, K., Schulte, R., Schlundt, D., Swanson, A., Kinsman, A., Bardett, N., Warren, Z., Juárez, P., Biswas, G., & Kunda, M. (2020). Opportunities and Challenges in Developing Technology-Based Social Skills Interventions for Youth With Autism Spectrum Disorder: A Qualitative Analysis of Parent Perspectives. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 673-676). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Interest continues to be high in the development of technology-based interventions for individuals with Autism Spectrum Disorder (ASD). Designing such interventions can benefit from consideration of the preferences and challenges that individuals on the spectrum often experience with technology. Through 20 semi-structured interviews with parents of ASD children and teenagers, we explore potential uses of technology for social skills development among children and teenagers with ASD, and we also investigate how youth with ASD currently integrate technology into their lives. Our findings include observations about individual preferences in genre, content, and platform, as well as both positive and negative effects that technology use can have on mood and behavior. Parents also highlighted several avenues of technology preferences that would be useful for intervention designers to leverage, in order to increase user engagement and to both challenge and appeal to users’ areas of social growth and strengths.|
|Appears in Collections:||ICLS 2020|
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