Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys / Gill Althia FRANCIS in Research in Autism Spectrum Disorders, 58 (February 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 58 (February 2019) . - p.68-82 Titre : Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys Type de document : texte imprimé Auteurs : Gill Althia FRANCIS, Auteur ; William FARR, Auteur ; Silvana MAREVA, Auteur ; Jenny L. GIBSON, Auteur Article en page(s) : p.68-82 Langues : Anglais (eng) Mots-clés : Autism  Tangible user interface  Free play  Social interaction Index. décimale : PER Périodiques Résumé : Background Little is known about the extent to which embodied digital mediation may support social engagement between children with or without autism (ASD) in free play settings. This study draws on Affordance theory and Constructionism to investigate social play behaviours associated with use of a Tangible User Interface (TUI) during free play. Method The study used a detailed observational and descriptive design. Two groups of children with ASD and two groups of typically developing (TD) children were filmed during a 20-minute play session with either a passive toy, or a digital toy with a TUI. Behaviours were coded according to a scheme based on Parten’s Play States. Data were described in terms of duration, frequency and the likelihood of transition to another state, given the current state. Results For TD children, Parallel and Associative were the most frequently observed Play States across both conditions. For those with ASD, Parallel Play and Non-Play-Related Conversation were the most frequent states in the passive condition, while Parallel and Associative Play were the most common in the TUI condition. This group demonstrated a longer duration of co-operative play with the TUI toy compared to TD children. Both groups showed higher frequencies of social play in the TUI condition. Conclusions Social play states can be effectively mediated by TUIs for both TD and ASD groups. For the ASD group, repetitive behaviour with a TUI may not be inhibitory to social engagement. Practitioners may consider making TUI enabled toys available during free play opportunities. En ligne : https://doi.org/10.1016/j.rasd.2018.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys [texte imprimé] / Gill Althia FRANCIS, Auteur ; William FARR, Auteur ; Silvana MAREVA, Auteur ; Jenny L. GIBSON, Auteur . - p.68-82. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.68-82 Mots-clés : Autism  Tangible user interface  Free play  Social interaction Index. décimale : PER Périodiques Résumé : Background Little is known about the extent to which embodied digital mediation may support social engagement between children with or without autism (ASD) in free play settings. This study draws on Affordance theory and Constructionism to investigate social play behaviours associated with use of a Tangible User Interface (TUI) during free play. Method The study used a detailed observational and descriptive design. Two groups of children with ASD and two groups of typically developing (TD) children were filmed during a 20-minute play session with either a passive toy, or a digital toy with a TUI. Behaviours were coded according to a scheme based on Parten’s Play States. Data were described in terms of duration, frequency and the likelihood of transition to another state, given the current state. Results For TD children, Parallel and Associative were the most frequently observed Play States across both conditions. For those with ASD, Parallel Play and Non-Play-Related Conversation were the most frequent states in the passive condition, while Parallel and Associative Play were the most common in the TUI condition. This group demonstrated a longer duration of co-operative play with the TUI toy compared to TD children. Both groups showed higher frequencies of social play in the TUI condition. Conclusions Social play states can be effectively mediated by TUIs for both TD and ASD groups. For the ASD group, repetitive behaviour with a TUI may not be inhibitory to social engagement. Practitioners may consider making TUI enabled toys available during free play opportunities. En ligne : https://doi.org/10.1016/j.rasd.2018.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

From the side lines but in the trenches: the views of a parent group on Autism Care Pathways / William FARR in Good Autism Practice - GAP, 23-2 (October 2022)

Public ISBD [article]  inGood Autism Practice - GAP > 23-2 (October 2022) . - p.27-31 Titre : From the side lines but in the trenches: the views of a parent group on Autism Care Pathways Type de document : texte imprimé Auteurs : William FARR, Auteur ; Anna WALKER, Auteur ; Nicola KING, Auteur ; Seema ISLAM, Auteur ; Zamir AKHTAR, Auteur ; Sophie MCGREVEY, Auteur Article en page(s) : p.27-31 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The authors describe this paper as an opinion piece in that it presents the views of five parents who were part of a parent group which convened monthly between November 2019 and July 2022 to discuss their experiences of Autism Care Pathways. This was part of a larger project on Autism Care Pathways funded by NHS England called A Realist Evaluation of Autism Service Delivery (RE-ASceD). The parents discussed their views on how current pathways need to be enhanced. The diversity of the autism population is acknowledged and professionals and services need to reflect this. Areas for improvement are suggested which include better coordination between health, social care and education, greater knowledge of autism among front line professionals, improved communication with families in terms of support offered after diagnosis, and less dependence on voluntary groups and charities for this support. The use of online methods to obtain and give information developed during the pandemic is suggested as a cost-effective means of communication during the diagnostic process and beyond. The point is made though, that access for families who lack resources or from other cultures needs attention to ensure their children have an equitable service. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] From the side lines but in the trenches: the views of a parent group on Autism Care Pathways [texte imprimé] / William FARR, Auteur ; Anna WALKER, Auteur ; Nicola KING, Auteur ; Seema ISLAM, Auteur ; Zamir AKHTAR, Auteur ; Sophie MCGREVEY, Auteur . - p.27-31. Langues : Anglais (eng) in Good Autism Practice - GAP > 23-2 (October 2022) . - p.27-31 Index. décimale : PER Périodiques Résumé : The authors describe this paper as an opinion piece in that it presents the views of five parents who were part of a parent group which convened monthly between November 2019 and July 2022 to discuss their experiences of Autism Care Pathways. This was part of a larger project on Autism Care Pathways funded by NHS England called A Realist Evaluation of Autism Service Delivery (RE-ASceD). The parents discussed their views on how current pathways need to be enhanced. The diversity of the autism population is acknowledged and professionals and services need to reflect this. Areas for improvement are suggested which include better coordination between health, social care and education, greater knowledge of autism among front line professionals, improved communication with families in terms of support offered after diagnosis, and less dependence on voluntary groups and charities for this support. The use of online methods to obtain and give information developed during the pandemic is suggested as a cost-effective means of communication during the diagnostic process and beyond. The point is made though, that access for families who lack resources or from other cultures needs attention to ensure their children have an equitable service. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

How can we improve the timeliness and quality of diagnostic assessment for children with possible autism? Qualitative findings and recommendations from a Realist Evaluation of Autism Service delivery in the United Kingdom / Ian MALE in Autism, 30-6 (June 2026)  

Public ISBD [article]  inAutism > 30-6 (June 2026) . - p.1562-1575 Titre : How can we improve the timeliness and quality of diagnostic assessment for children with possible autism? Qualitative findings and recommendations from a Realist Evaluation of Autism Service delivery in the United Kingdom Type de document : texte imprimé Auteurs : Ian MALE, Auteur ; William FARR, Auteur ; Sophie MCGREVEY, Auteur ; Vanessa ABRAHAMSON, Auteur ; Sarah WIGHAM, Auteur ; Venkat REDDY, Auteur ; Amanda ALLARD, Auteur ; Victoria GRAHAME, Auteur ; Jessica MAXWELL, Auteur ; Grainne SAUNDERS, Auteur ; Anna WALKER, Auteur ; Nic KING, Auteur ; Seema ISLAM, Auteur ; Zamir AKHTAR, Auteur ; Jeremy PARR, Auteur ; Patricia WILSON, Auteur Article en page(s) : p.1562-1575 Langues : Anglais (eng) Mots-clés : autism  children  diagnosis Index. décimale : PER Périodiques Résumé : Families face long waits for their child to undergo a diagnostic assessment for possible autism. This study explored the experiences of parents and children/young people (CYP) accessing and professionals providing autism diagnostic assessments in the United Kingdom. This realist evaluation was conducted in three phases: (1) interviews and focus groups with parents, CYP and professionals from six U.K. National Health Service (NHS) childhood autism assessment and diagnosis services; (2) resulting qualitative data were analysed, and programme theories (PTs) explaining how, why and in what contexts childhood autism assessment and diagnosis pathways work well were tested and refined; and (3) recommendations for change were developed by the research team and presented to delegates at six dissemination events including 250 clinicians, managers, parents/carers, commissioners and academics involved in autism assessment and diagnosis. Delegates were invited to select and rank the most important recommendations. There were 121 participants in Phase 1 (18 CYP, 34 parents, 69 professionals). In Phase 2, both families and clinicians confirmed challenges in the assessment and diagnostic process, including increased demand for assessments and insufficient numbers of specialist multidisciplinary team (MDT) practitioners to provide adequately skilled workforces. The need to support families across the whole assessment and diagnostic process was seen as key to providing a quality service but was often not possible. Steps taken to improve the process were identified, and seven PTs covered: improving recognition of children needing referral, referral processes, service organisation, professional skill mix, assessment, feedback/report writing and training/service evaluation. In Phase 3, during consultation, 12 recommendations were selected as most important for change. Several strategies for improving services were identified that may reduce waiting times and increase acceptability and quality of childhood autism assessment and diagnosis services.Lay Abstract Waiting lists for childhood autism assessments are lengthy, meaning families wait a long time for their child to undergo a diagnostic assessment for possible autism. In this study, we explored the experiences of children, young people and parents who have gone through the assessment and diagnosis process in the United Kingdom. We also explored the views of professionals who deliver childhood autism diagnostic assessments. We conducted interviews and focus groups with children, young people, parents and professionals. We recruited participants from six U.K. National Health Service (NHS) assessment and diagnosis services. We wanted to find out how childhood autism assessment and diagnosis processes could be improved. We asked the research participants about their experiences of the autism assessment and diagnosis process to find out what worked well, who it worked well for and under what circumstances. Recommendations for change were developed by the research team and presented to delegates at six dissemination events. Delegates (including 250 clinicians, managers, parents/carers, commissioners and academics involved in autism assessment and diagnosis) were invited to select and rank the most important recommendations. In total, 121 people took part including 18 children and young people, 34 parents and 69 professionals. Participants described their experiences of the assessment and diagnosis process and challenges in the system including increased demand for assessments and there not being enough specialist skilled practitioners available to conduct assessments. Participants also described ways the childhood assessment and diagnosis process could be improved, including better information gathering during referral. The need to support families throughout the whole assessment process (and not just on receiving a diagnosis) was seen as very important. Seven key areas for improvement were identified: accurately recognising when to refer children, the referral process, service organisation, skill mix of autism assessment teams, the diagnostic assessment, feedback and report writing, and training for staff. Twelve recommendations for change were identified by delegates at the dissemination events. The findings can be used to help make recommendations for service development, reduce waiting times and improve the quality of childhood autism assessment services for children, young people and families. En ligne : https://dx.doi.org/10.1177/13623613261430914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586 [article] How can we improve the timeliness and quality of diagnostic assessment for children with possible autism? Qualitative findings and recommendations from a Realist Evaluation of Autism Service delivery in the United Kingdom [texte imprimé] / Ian MALE, Auteur ; William FARR, Auteur ; Sophie MCGREVEY, Auteur ; Vanessa ABRAHAMSON, Auteur ; Sarah WIGHAM, Auteur ; Venkat REDDY, Auteur ; Amanda ALLARD, Auteur ; Victoria GRAHAME, Auteur ; Jessica MAXWELL, Auteur ; Grainne SAUNDERS, Auteur ; Anna WALKER, Auteur ; Nic KING, Auteur ; Seema ISLAM, Auteur ; Zamir AKHTAR, Auteur ; Jeremy PARR, Auteur ; Patricia WILSON, Auteur . - p.1562-1575. Langues : Anglais (eng) in Autism > 30-6 (June 2026) . - p.1562-1575 Mots-clés : autism  children  diagnosis Index. décimale : PER Périodiques Résumé : Families face long waits for their child to undergo a diagnostic assessment for possible autism. This study explored the experiences of parents and children/young people (CYP) accessing and professionals providing autism diagnostic assessments in the United Kingdom. This realist evaluation was conducted in three phases: (1) interviews and focus groups with parents, CYP and professionals from six U.K. National Health Service (NHS) childhood autism assessment and diagnosis services; (2) resulting qualitative data were analysed, and programme theories (PTs) explaining how, why and in what contexts childhood autism assessment and diagnosis pathways work well were tested and refined; and (3) recommendations for change were developed by the research team and presented to delegates at six dissemination events including 250 clinicians, managers, parents/carers, commissioners and academics involved in autism assessment and diagnosis. Delegates were invited to select and rank the most important recommendations. There were 121 participants in Phase 1 (18 CYP, 34 parents, 69 professionals). In Phase 2, both families and clinicians confirmed challenges in the assessment and diagnostic process, including increased demand for assessments and insufficient numbers of specialist multidisciplinary team (MDT) practitioners to provide adequately skilled workforces. The need to support families across the whole assessment and diagnostic process was seen as key to providing a quality service but was often not possible. Steps taken to improve the process were identified, and seven PTs covered: improving recognition of children needing referral, referral processes, service organisation, professional skill mix, assessment, feedback/report writing and training/service evaluation. In Phase 3, during consultation, 12 recommendations were selected as most important for change. Several strategies for improving services were identified that may reduce waiting times and increase acceptability and quality of childhood autism assessment and diagnosis services.Lay Abstract Waiting lists for childhood autism assessments are lengthy, meaning families wait a long time for their child to undergo a diagnostic assessment for possible autism. In this study, we explored the experiences of children, young people and parents who have gone through the assessment and diagnosis process in the United Kingdom. We also explored the views of professionals who deliver childhood autism diagnostic assessments. We conducted interviews and focus groups with children, young people, parents and professionals. We recruited participants from six U.K. National Health Service (NHS) assessment and diagnosis services. We wanted to find out how childhood autism assessment and diagnosis processes could be improved. We asked the research participants about their experiences of the autism assessment and diagnosis process to find out what worked well, who it worked well for and under what circumstances. Recommendations for change were developed by the research team and presented to delegates at six dissemination events. Delegates (including 250 clinicians, managers, parents/carers, commissioners and academics involved in autism assessment and diagnosis) were invited to select and rank the most important recommendations. In total, 121 people took part including 18 children and young people, 34 parents and 69 professionals. Participants described their experiences of the assessment and diagnosis process and challenges in the system including increased demand for assessments and there not being enough specialist skilled practitioners available to conduct assessments. Participants also described ways the childhood assessment and diagnosis process could be improved, including better information gathering during referral. The need to support families throughout the whole assessment process (and not just on receiving a diagnosis) was seen as very important. Seven key areas for improvement were identified: accurately recognising when to refer children, the referral process, service organisation, skill mix of autism assessment teams, the diagnostic assessment, feedback and report writing, and training for staff. Twelve recommendations for change were identified by delegates at the dissemination events. The findings can be used to help make recommendations for service development, reduce waiting times and improve the quality of childhood autism assessment services for children, young people and families. En ligne : https://dx.doi.org/10.1177/13623613261430914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586

Social benefits of a tangible user interface for children with Autistic Spectrum Conditions / William FARR in Autism, 14-3 (May 2010)  

Public ISBD [article]  inAutism > 14-3 (May 2010) . - p.237-252 Titre : Social benefits of a tangible user interface for children with Autistic Spectrum Conditions Type de document : texte imprimé Auteurs : William FARR, Auteur ; Nicola YUILL, Auteur ; Hayes RAFFLES, Auteur Année de publication : 2010 Article en page(s) : p.237-252 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Tangible user interfaces (TUIs) embed computer technology in graspable objects. This study assessed the potential of Topobo, a construction toy with programmable movement, to support social interaction in children with Autistic Spectrum Conditions (ASC). Groups of either typically developing (TD) children or those with ASC had group play sessions with Topobo and with LEGOTM. We recorded the extent and sequence of different categories of play during these sessions. For both participant groups, there were more social forms of play with Topobo than with LEGOTM. More solitary play occurred for LEGOTM and more parallel play occurred with Topobo. Topobo was also associated with more time in onlooker and cooperative play in TD. Finally, we observed differences in play sequences between TD and ASC children, and discuss how different play materials might produce specific patterns of play in these two groups. En ligne : http://dx.doi.org/10.1177/1362361310363280 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107 [article] Social benefits of a tangible user interface for children with Autistic Spectrum Conditions [texte imprimé] / William FARR, Auteur ; Nicola YUILL, Auteur ; Hayes RAFFLES, Auteur . - 2010 . - p.237-252. Langues : Anglais (eng) in Autism > 14-3 (May 2010) . - p.237-252 Index. décimale : PER Périodiques Résumé : Tangible user interfaces (TUIs) embed computer technology in graspable objects. This study assessed the potential of Topobo, a construction toy with programmable movement, to support social interaction in children with Autistic Spectrum Conditions (ASC). Groups of either typically developing (TD) children or those with ASC had group play sessions with Topobo and with LEGOTM. We recorded the extent and sequence of different categories of play during these sessions. For both participant groups, there were more social forms of play with Topobo than with LEGOTM. More solitary play occurred for LEGOTM and more parallel play occurred with Topobo. Topobo was also associated with more time in onlooker and cooperative play in TD. Finally, we observed differences in play sequences between TD and ASC children, and discuss how different play materials might produce specific patterns of play in these two groups. En ligne : http://dx.doi.org/10.1177/1362361310363280 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107

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