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dc.contributor.authorMurray, Sue
dc.contributor.authorGillham, Mark
dc.date.accessioned2018-06-29T15:44:58Z
dc.date.available2018-06-29T15:44:58Z
dc.date.issued2003
dc.identifierER321
dc.identifier.citationMurray, S. & Gillham, M. (2003) Investigating the use of a computer-based, interactive timetable designed for primary school children with Asperger's syndrome, , , no. 3, pp. 318-320, Lisbon, Portugal
dc.identifier.urihttp://www.appda-lisboa.org.pt/congresso/posterse.html
dc.identifier.urihttp://www.appda-lisboa.org.pt/congresso/indexe.htm
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/321
dc.descriptionLisbon, Portugal
dc.description.abstractA high percentage of children with Asperger's Syndrome (or unspecific high functioning autism) find it difficult to cope with change in their daily routine, due mainly to difficulties with organisational skills and sequential memory (Division TEACCH, 2001). Encountering change without warning can be upsetting, resulting in anxiety and behavioural problems, which in turn can result in loss of learning opportunities (Gingell, 2000; Aarons & Gittens, 1999, Attwood, 1998). A technique used by many schools to allow such children to function in an independent and organised manner, and to anticipate and prepare for change, is a printed activity plan, or timetable (Peeters & Gillberg, 1999; Dooley et al. 2001; Mesibov et al. 2002). Development of a computer-based, interactive timetable system for a specific cohort of children with Asperger's Syndrome is currently in progress and follows a user-centred design. Once implemented, the timetable will be assessed to see whether it is effective in reducing anxiety for the children, in relation to changes in their daily class routine. The timetable will also be assessed to ascertain its effectiveness as a management and communication tool for the teachers and parents. Finally, the project aims to propose and possibly build a general system capable of widespread implementation. This presentation aims to exhibit details of methods used in the development of the timetable, and will provide illustrations of specific stages of the system development through the use of diagrams and screen shots. Outcomes from initial user evaluations with regards to reduction in anxiety will be presented ------- Uma grande percentagem de crianas com S_ndroma de Asperger (ou autismo no espec_fico de alto n_vel de funcionalidade) tem dificuldade em lidar com mudana na sua rotina diria, devido principalmente a dificuldades com a capacidade de organizao e mem_ria sequencial (Division TEACH 2001). Deparar inesperadamente com a mudana pode ser perturbador, e resultar em ansiedade e problemas de comportamento que, por seu lado podem resultar numa perda de oportunidades de aprendizagem /Gingel, 2000; Aarons &Gitten, 1999, Attwood, 1998). Uma tcnica usada por muitas escolas para permitir a essas crianas funcionar de uma maneira organizada e independente, e prever e preparar-se para mudanas um plano de actividades impresso ou horrio (Peeters & Gillberg, 1999; Dooley et al. 2001; Mesibov et al. 2002). O desenvolvimento de um sistema de agenda computorizada interactiva para com grupo espec_fico de crianas com Sindroma de Asperger est actualmente a decorrer e segue um design- centrado no utilizador. Uma vez implementado, o horrio ser estabelecido para ver se tem eficcia na reduo da ansiedade para as crianas, em relao a mudanas na sua rotina de classes diria. O horrio ser tambm estabelecido para verificar a sua eficcia como instrumento de gesto e comunicao para os professores e os pais. Finalmente, o projecto tem como objectivo propor e possivelmente construir um sistema geral capaz de implementar a sua divulgao. Esta apresentao tem como objectivo exibir pormenores de mtodos, utilizados no desenvolvimento do horrio, e far ilustraes de etapas espec_ficas do desenvolvimento do sistema atravs do uso de diagramas e pequenos filmes. Sero apresentados resultados de avaliao feita pelos utilizadores iniciais respeitantes reduo da ansiedade.
dc.format.extent318-320
dc.format.extent3
dc.publisherInternational Congress Autism
dc.relation.ispartofProceedings of the 7th International Autism Europe Congress
dc.titleInvestigating the use of a computer-based, interactive timetable designed for primary school children with Asperger's syndrome
dc.typebook_section
dcterms.accessRightspublic
dc.description.facultyCAP
dc.description.referencetextAttwood, T. (1998). Asperger's syndrome: A guide for parents and professionals. London: Jessica Kingsley. Bell, E. & Potter, D. (1999). Fact sheet: Computer applications for people with autism. London: National Autistic Society. Cox, K. & Walker, D. (1993). User interface design (2nd ed.). Singapore: Prentice Hall. Faulkner, C. (1998). The essence of human-computer interaction. Harlow, Essex: Prentice Hall. Gillberg, C. & Coleman, M. (2000). The biology of the autistic syndromes (3rd ed.). London: Mac Keith Press. Groden, J., Diller, A., Bausman, M., Velicer, W., Norman, G., & Cautela, J. (2001). The development of a stress survey schedule for persons with autism and other developmental disabilities. Journal of Autism and Developmental Disorders, 31, 207-217. Luteijn, E., Luteijn, F., Jackson, S., Volkmar, F., & Minderaa, R. (2000). The children's social behavior questionnaire for milder variants of PDD problems: Evaluation of the psychometric characteristics. Journal of Autism and Developmental Disorders, 30, 317-330. Mesibov, G., Browder, D., & Kirkland, C. (2002). Using individualized schedules as a component of positive behavioral support for students with developmental disabilities. Journal of Positive Behavior Interventions, 4, 73-79. Moore, D. (1998). Computers and people with autism/Asperger syndrome. Communication, 20 - 21. Murray, D. & Lesser, M. (1999). Autism and computing. [Online] accessed 25 October, 2001. Available from: http://www3.mistral.co.uk/shifth/autism/NAS/index.htm Reynolds, C. & Richmond, B. (1997). What I think and feel: A revised measure of children's manifest anxiety. Journal of Abnormal Child Psychology, 25, 15-20. Rojahn, J., Matson, J. L., Lott, D., Esbensen, A. J., & Smalls, Y. (2001). The Behavior Problems Inventory: An instrument for the assessment of self-injury, stereotyped behavior, and aggression/destruction in individuals with developmental disabilities. Journal of Autism and Developmental Disorders, 31, 577-588.
dc.description.ispublishedpub
dc.description.eprintid321
rioxxterms.typebook_section
qmu.authorGillham, Mark
qmu.authorMurray, Sue
dc.description.statuspub


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