Plushonas: Exploring Neurodiverse Social Play With Children and Their Parents Through Expanded Proxy Design

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Plushonas: Exploring Neurodiverse Social Play With Children and Their Parents Through Expanded Proxy Design

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Author(s): Zoë Clark , Brooke Morris , Elaine Czech , Hayati Havlucu , Oussama Metatla

Publication date (Print): July 2024

Conference name: 37th International BCS Human-Computer Interaction Conference (BCS HCI 24)

Conference theme: The International BCS Human-Computer Interaction Conference in 2024 was supported by the BCS Interactions Special Interest Group and hosted by the University of Central Lancashire in Preston. The BCS HCI Conference welcomed submissions on all aspects of human-computer interaction. Topics included: user experience (UX), usability testing, interaction design (IxD), human-centred AI (HCAI), education, health, sustainability, the Internet of Things (IoT), interaction technologies, and emerging interactive applications.

Conference date: 15–17 July 2024

Keywords: Social Play, Neurodiversity, Expanded Proxy Design, Plushonas, Inclusion, Autism

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Zoë Clark

Brooke Morris

Elaine Czech

Hayati Havlucu

Oussama Metatla

Conference

Publication date: July 2024

Publication date (Print): July 2024

Pages: 159-171

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[0001]University of Bristol

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DOI: 10.14236/ewic/BCSHCI2024.15

SO-VID: aa1bad7c-e179-4964-921f-f0a9ba148a5c

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This work is licensed under a Creative Commons Attribution 4.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Conference name: 37th International BCS Human-Computer Interaction Conference

Conference acronym: BCS HCI 24

Conference number: 37

Conference location: University of Central Lancashire (UCLan)

Conference date: 15–17 July 2024

Conference sponsor: Electronic Workshops in Computing (eWiC)

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1477-9358 BCS Learning & Development

Self URI (article page): https://www.scienceopen.com/hosted-document?doi=10.14236/ewic/BCSHCI2024.15

Self URI (journal page): https://ewic.bcs.org/

REFERENCES

AshburnerJ., BennettL., RodgerS., and ZivianiJ. (2013). Understanding the sensory experiences of young people with autism spectrum disorder: A preliminary investigation. Australian Occupational Therapy Journal 60(3), 171–180.
BattocchiA., BenA.-Sasson, EspositoG., GalE., PianesiF., TomasiniD., VenutiP., WeissP., and ZancanaroM. (2010, 03). Collaborative puzzle game: A tabletop interface for fostering collaborative skills in children with autism spectrum disorders. Journal of Assistive Technologies 4, 4–13.
BaumingerN. and KasariC. (2000). Loneliness and friendship in high-functioning children with autism. Child Development 71(2), 447–456. Publisher: [Wiley, Society for Research in Child Development].
BennettC. L., BradyE., and BranhamS.M. (2018, October). Interdependence as a Frame for Assistive Technology Research and Design. In Proceedings of the 20th International ACM SIGACCESS Conference on Computers and Accessibility, Galway Ireland, pp. 161–173. ACM.
BentonL., VasalouA., KhaledR., JohnsonH., and GoochD. (2014, April). Diversity for design: a framework for involving neurodiverse children in the technology design process. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, CHI ’14, New York, NY, USA, pp. 3747–3756. Association for Computing Machinery.
Bottema-BeutelK., ParkH., and KimS.Y. (2018, March). Commentary on social skills training curricula for individuals with ASD: Social interaction, authenticity, and stigma. Journal of Autism and Developmental Disorders 48.
BoydB. A., ConroyM.A., AsmusJ., and McKenneyE. (2011, April). Direct observation of peer-related social interaction: Outcomes for young children with autism spectrum disorders. Exceptionality 19(2), 94–108.
BraunV. and ClarkeV. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health 11(4), 589–597.
BurrissK. G. and L.-TsaoL. (2002). Review of research: How much do we know about the importance of play in child development? Childhood Education 78(4), 230–233. Publisher: Taylor & Francis.
Caroline Kelly, Shivani SharmaA.-T. J. and RamonS. (2022). Sense-making narratives of autistic women diagnosed in adulthood: a systematic review of the qualitative research. Disability & Society 0(0), 1–33. Publisher: Routledge tex.eprint: https://doi.org/10.1080/09687599.2022.2076582.
CzechE., MarshallP., and MetatlaO. (2022). “just like meeting in person” -examination of interdependencies in dementia-friendly virtual activities. In Proceedings of the 24th International ACM SIGACCESS Conference on Computers and Accessibility, ASSETS ’22, New York, NY, USA. Association for Computing Machinery.
DaiJ. and MoffattK. (2021). Surfacing the voices of people with dementia: Strategies for effective inclusion of proxy stakeholders in qualitative research. In Proceedings of the 2021 CHI conference on human factors in computing systems, New York, NY, USA, pp. 1–13. Association for Computing Machinery.
DruinA., BedersonB., BoltmanA., MiuraA., KnottsD.-Callahan, and PlattM. (1998). Children as our technology design partners, pp. 51–72. San Francisco, CA, USA: Morgan Kaufmann Publishers Inc.
FarrW., YuillN., HarrisE., and HinskeS. (2010, June). In my own words: configuration of tangibles, object interaction and children with autism. In Proceedings of the 9th International Conference on Interaction Design and Children, IDC ’10, New York, NY, USA, pp. 30–38. Association for Computing Machinery.
FawcettC. and LiszkowskiU. (2012). Mimicry and play initiation in 18-month-old infants. Infant Behavior and Development 35(4), 689–696.
FrauenbergerC., GoodJ., and KeayW.-Bright (2011, March). Designing Technology for Children with Special Needs -Bridging Perspectives through Participatory Design. CoDesign: International Journal of CoCreation in Design and the Arts 7, 1–28.
FrauenbergerC., KenderK., ScheepmakerL., WernerK., and SpielK. (2020). Desiging social play things. In Proceedings of the 11th Nordic Conference on Human-Computer Interaction: Shaping Experiences, Shaping Society, NordiCHI ’20, New York, NY, USA. Association for Computing Machinery.
GarveyC. (1974). Some Properties of Social Play. Merrill-Palmer Quarterly of Behavior and Development 20(3), 163–180. Publisher: Wayne State University Press.
GrayC. and PrizantB.M. (2015). The new social story book (15th Anniversary Edition ed.). Arlington, TX: Future Horizons.
HamidiF., BaljkoM., and GI.´omez (2017, October). Using Participatory Design with Proxies with Children with Limited Communication. In Proceedings of the 19th International ACM SIGACCESS Conference on Computers and Accessibility, ASSETS ’17, New York, NY, USA, pp. 250–259. Association for Computing Machinery.
HodgesH., FealkoC., and SoaresN. (2020). Autism spectrum disorder: definition, epidemiology, causes, and clinical evaluation. Translational Pediatrics 9, S55 – S65.
IversenO. S., SmithR.C., and DindlerC. (2017). Child as protagonist: Expanding the role of children in participatory design. In Proceedings of the 2017 conference on interaction design and children, IDC ’17, New York, NY, USA, pp. 27–37. Association for Computing Machinery. Number of pages: 11 Place: Stanford, California, USA.
JarvisP., NewmanS., and SwiniarskiL. (2014, January). On ‘becoming social’: the importance of collaborative free play in childhood. International Journal of Play 3(1), 53–68. JordanR. (2003, December). Social play and autistic spectrum disorders. Autism 7(4), 347–360.
KempC., KishidaY., CarterM., and SwellerN. (2013, January). The effect of activity type on the engagement and interaction of young children with disabilities in inclusive childcare settings. Early Childhood Research Quarterly 28(1), 134–143.
MetatlaO., ReadJ.C., and HortonM. (2020). Enabling children to design for others with expanded proxy design. In Proceedings of the Interaction Design and Children Conference, IDC ’20, New York, NY, USA, pp. 184–197. Association for Computing Machinery.
MitchellP., SheppardE., and CassidyS. (2021). Autism and the double empathy problem: Implications for development and mental health. British Journal of Developmental Psychology 39(1), 1–18. eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjdp.12350.
MorrisB., HavlucuH., OldfieldA., and MetatlaO. (2023). Double empathy as a lens to understand the design space for inclusive social play between autistic and neurotypical children. In Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems, CHI EA ’23, New York, NY, USA. Association for Computing Machinery.
MorrisonK. E., DeBrabanderK.M., JonesD.R., FasoD.J., AckermanR.A., and SassonN.J. (2020, July). Outcomes of real-world social interaction for autistic adults paired with autistic compared to typically developing partners. Autism: The International Journal of Research and Practice 24(5), 1067–1080.
NielsenL. (2013). Personas-user focused design, Volume 15. Springer.
Nijmegen: Max Planck Institute for Psycholinguistics, The Language Archive (2023). ELAN (version 6.6) [Computer software].
NonnisA. and BryanN.-Kinns (2019). Mazi: Tangible technologies as a channel for collaborative play. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, CHI ’19, New York, NY, USA, pp. 1–13. Association for Computing Machinery.
NonnisA. and BryanN.-Kinns (2021, September). Olly: A tangible for togetherness. International Journal of Human-Computer Studies 153, 102647.
NuwerR. (2020). Meet the autistic scientists redefining autism research. Spectrum.
PartenM. B. (1932). Social participation among pre-school children. The Journal of Abnormal and Social Psychology 27(3), 243–269.
PiedadeP., NetoI., PiresA.C., PradaR., and NicolauH. (2023, October). PartiPlay: A Participatory Game Design Kit for Neurodiverse Classrooms. In Proceedings of the 25th International ACM SIGACCESS Conference on Computers and Accessibility, ASSETS ’23, New York, NY, USA, pp. 1–5. Association for Computing Machinery.
ScheepmakerL., FrauenbergerC., and SpielK. (2018, October). The Things We Play with, Roles of Technology in Social Play. In CHI PLAY 2018, Melbourne, QLD, Australia, pp. 12. ACM Press.
SingerD. G., GolinkoffR.M., and HirshK.-Pasek (Eds.) (2006, September). Play = Learning: How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth. Oxford University Press.
SpielK., FrauenbergerC., and FitzpatrickG. (2017, January). Experiences of autistic children with technologies. International Journal of Child-Computer Interaction 11, 50–61.
StelM. and VonkR. (2010). Mimicry in social interaction: Benefits for mimickers, mimickees, and their interaction. British journal of psychology 101(2), 311–323.
VaajakallioK., J.-LeeJ., and MattelmT.¨ aki (2009). ”it has to be a group work!”: co-design with children. In Proceedings of the 8th International Conference on Interaction Design and Children, IDC ’09, New York, NY, USA, pp. 246–249. Association for Computing Machinery.
VillafuerteL., MarkovaM., and JordaS. (2012). Acquisition of social abilities through musical tangible user interface: children with autism spectrum condition and the reactable. In CHI ’12 Extended Abstracts on Human Factors in Computing Systems, CHI EA ’12, New York, NY, USA, pp. 745–760. Association for Computing Machinery.
WhitmanE. (2018). The Impact of Social Play on Young Children. Ph. D. thesis, Murray State University.
WilsonC., SitbonL., PlodererB., OpieJ., and BreretonM. (2020). Self-expression by design: Co-designing the ExpressiBall with minimallyverbal children on the autism spectrum. In Proceedings of the 2020 CHI conference on human factors in computing systems, CHI ’20, New York, NY, USA, pp. 1–13. Association for Computing Machinery. Number of pages: 13 Place: Honolulu, HI, USA.

Comments

Comment on this article

[1] AshburnerJ., BennettL., RodgerS., and ZivianiJ. (2013). Understanding the sensory experiences of young people with autism spectrum disorder: A preliminary investigation. Australian Occupational Therapy Journal 60(3), 171–180.

[2] BattocchiA., BenA.-Sasson, EspositoG., GalE., PianesiF., TomasiniD., VenutiP., WeissP., and ZancanaroM. (2010, 03). Collaborative puzzle game: A tabletop interface for fostering collaborative skills in children with autism spectrum disorders. Journal of Assistive Technologies 4, 4–13.

[3] BaumingerN. and KasariC. (2000). Loneliness and friendship in high-functioning children with autism. Child Development 71(2), 447–456. Publisher: [Wiley, Society for Research in Child Development].

[4] BennettC. L., BradyE., and BranhamS.M. (2018, October). Interdependence as a Frame for Assistive Technology Research and Design. In Proceedings of the 20th International ACM SIGACCESS Conference on Computers and Accessibility, Galway Ireland, pp. 161–173. ACM.

[5] BentonL., VasalouA., KhaledR., JohnsonH., and GoochD. (2014, April). Diversity for design: a framework for involving neurodiverse children in the technology design process. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, CHI ’14, New York, NY, USA, pp. 3747–3756. Association for Computing Machinery.

[6] Bottema-BeutelK., ParkH., and KimS.Y. (2018, March). Commentary on social skills training curricula for individuals with ASD: Social interaction, authenticity, and stigma. Journal of Autism and Developmental Disorders 48.

[7] BoydB. A., ConroyM.A., AsmusJ., and McKenneyE. (2011, April). Direct observation of peer-related social interaction: Outcomes for young children with autism spectrum disorders. Exceptionality 19(2), 94–108.

[8] BraunV. and ClarkeV. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health 11(4), 589–597.

[9] BurrissK. G. and L.-TsaoL. (2002). Review of research: How much do we know about the importance of play in child development? Childhood Education 78(4), 230–233. Publisher: Taylor & Francis.

[10] Caroline Kelly, Shivani SharmaA.-T. J. and RamonS. (2022). Sense-making narratives of autistic women diagnosed in adulthood: a systematic review of the qualitative research. Disability & Society 0(0), 1–33. Publisher: Routledge tex.eprint: https://doi.org/10.1080/09687599.2022.2076582.

[11] CzechE., MarshallP., and MetatlaO. (2022). “just like meeting in person” -examination of interdependencies in dementia-friendly virtual activities. In Proceedings of the 24th International ACM SIGACCESS Conference on Computers and Accessibility, ASSETS ’22, New York, NY, USA. Association for Computing Machinery.

[12] DaiJ. and MoffattK. (2021). Surfacing the voices of people with dementia: Strategies for effective inclusion of proxy stakeholders in qualitative research. In Proceedings of the 2021 CHI conference on human factors in computing systems, New York, NY, USA, pp. 1–13. Association for Computing Machinery.

[13] DruinA., BedersonB., BoltmanA., MiuraA., KnottsD.-Callahan, and PlattM. (1998). Children as our technology design partners, pp. 51–72. San Francisco, CA, USA: Morgan Kaufmann Publishers Inc.

[14] FarrW., YuillN., HarrisE., and HinskeS. (2010, June). In my own words: configuration of tangibles, object interaction and children with autism. In Proceedings of the 9th International Conference on Interaction Design and Children, IDC ’10, New York, NY, USA, pp. 30–38. Association for Computing Machinery.

[15] FawcettC. and LiszkowskiU. (2012). Mimicry and play initiation in 18-month-old infants. Infant Behavior and Development 35(4), 689–696.

[16] FrauenbergerC., GoodJ., and KeayW.-Bright (2011, March). Designing Technology for Children with Special Needs -Bridging Perspectives through Participatory Design. CoDesign: International Journal of CoCreation in Design and the Arts 7, 1–28.

[17] FrauenbergerC., KenderK., ScheepmakerL., WernerK., and SpielK. (2020). Desiging social play things. In Proceedings of the 11th Nordic Conference on Human-Computer Interaction: Shaping Experiences, Shaping Society, NordiCHI ’20, New York, NY, USA. Association for Computing Machinery.

[18] GarveyC. (1974). Some Properties of Social Play. Merrill-Palmer Quarterly of Behavior and Development 20(3), 163–180. Publisher: Wayne State University Press.

[19] GrayC. and PrizantB.M. (2015). The new social story book (15th Anniversary Edition ed.). Arlington, TX: Future Horizons.

[20] HamidiF., BaljkoM., and GI.´omez (2017, October). Using Participatory Design with Proxies with Children with Limited Communication. In Proceedings of the 19th International ACM SIGACCESS Conference on Computers and Accessibility, ASSETS ’17, New York, NY, USA, pp. 250–259. Association for Computing Machinery.

[21] HodgesH., FealkoC., and SoaresN. (2020). Autism spectrum disorder: definition, epidemiology, causes, and clinical evaluation. Translational Pediatrics 9, S55 – S65.

[22] IversenO. S., SmithR.C., and DindlerC. (2017). Child as protagonist: Expanding the role of children in participatory design. In Proceedings of the 2017 conference on interaction design and children, IDC ’17, New York, NY, USA, pp. 27–37. Association for Computing Machinery. Number of pages: 11 Place: Stanford, California, USA.

[23] JarvisP., NewmanS., and SwiniarskiL. (2014, January). On ‘becoming social’: the importance of collaborative free play in childhood. International Journal of Play 3(1), 53–68. JordanR. (2003, December). Social play and autistic spectrum disorders. Autism 7(4), 347–360.

[24] KempC., KishidaY., CarterM., and SwellerN. (2013, January). The effect of activity type on the engagement and interaction of young children with disabilities in inclusive childcare settings. Early Childhood Research Quarterly 28(1), 134–143.

[25] MetatlaO., ReadJ.C., and HortonM. (2020). Enabling children to design for others with expanded proxy design. In Proceedings of the Interaction Design and Children Conference, IDC ’20, New York, NY, USA, pp. 184–197. Association for Computing Machinery.

[26] MitchellP., SheppardE., and CassidyS. (2021). Autism and the double empathy problem: Implications for development and mental health. British Journal of Developmental Psychology 39(1), 1–18. eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjdp.12350.

[27] MorrisB., HavlucuH., OldfieldA., and MetatlaO. (2023). Double empathy as a lens to understand the design space for inclusive social play between autistic and neurotypical children. In Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems, CHI EA ’23, New York, NY, USA. Association for Computing Machinery.

[28] MorrisonK. E., DeBrabanderK.M., JonesD.R., FasoD.J., AckermanR.A., and SassonN.J. (2020, July). Outcomes of real-world social interaction for autistic adults paired with autistic compared to typically developing partners. Autism: The International Journal of Research and Practice 24(5), 1067–1080.

[29] NielsenL. (2013). Personas-user focused design, Volume 15. Springer.

[30] Nijmegen: Max Planck Institute for Psycholinguistics, The Language Archive (2023). ELAN (version 6.6) [Computer software].

[31] NonnisA. and BryanN.-Kinns (2019). Mazi: Tangible technologies as a channel for collaborative play. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, CHI ’19, New York, NY, USA, pp. 1–13. Association for Computing Machinery.

[32] NonnisA. and BryanN.-Kinns (2021, September). Olly: A tangible for togetherness. International Journal of Human-Computer Studies 153, 102647.

[33] NuwerR. (2020). Meet the autistic scientists redefining autism research. Spectrum.

[34] PartenM. B. (1932). Social participation among pre-school children. The Journal of Abnormal and Social Psychology 27(3), 243–269.

[35] PiedadeP., NetoI., PiresA.C., PradaR., and NicolauH. (2023, October). PartiPlay: A Participatory Game Design Kit for Neurodiverse Classrooms. In Proceedings of the 25th International ACM SIGACCESS Conference on Computers and Accessibility, ASSETS ’23, New York, NY, USA, pp. 1–5. Association for Computing Machinery.

[36] ScheepmakerL., FrauenbergerC., and SpielK. (2018, October). The Things We Play with, Roles of Technology in Social Play. In CHI PLAY 2018, Melbourne, QLD, Australia, pp. 12. ACM Press.

[37] SingerD. G., GolinkoffR.M., and HirshK.-Pasek (Eds.) (2006, September). Play = Learning: How Play Motivates and Enhances Children’s Cognitive and Social-Emotional Growth. Oxford University Press.

[38] SpielK., FrauenbergerC., and FitzpatrickG. (2017, January). Experiences of autistic children with technologies. International Journal of Child-Computer Interaction 11, 50–61.

[39] StelM. and VonkR. (2010). Mimicry in social interaction: Benefits for mimickers, mimickees, and their interaction. British journal of psychology 101(2), 311–323.

[40] VaajakallioK., J.-LeeJ., and MattelmT.¨ aki (2009). ”it has to be a group work!”: co-design with children. In Proceedings of the 8th International Conference on Interaction Design and Children, IDC ’09, New York, NY, USA, pp. 246–249. Association for Computing Machinery.

[41] VillafuerteL., MarkovaM., and JordaS. (2012). Acquisition of social abilities through musical tangible user interface: children with autism spectrum condition and the reactable. In CHI ’12 Extended Abstracts on Human Factors in Computing Systems, CHI EA ’12, New York, NY, USA, pp. 745–760. Association for Computing Machinery.

[42] WhitmanE. (2018). The Impact of Social Play on Young Children. Ph. D. thesis, Murray State University.

[43] WilsonC., SitbonL., PlodererB., OpieJ., and BreretonM. (2020). Self-expression by design: Co-designing the ExpressiBall with minimallyverbal children on the autism spectrum. In Proceedings of the 2020 CHI conference on human factors in computing systems, CHI ’20, New York, NY, USA, pp. 1–13. Association for Computing Machinery. Number of pages: 13 Place: Honolulu, HI, USA.

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Plushonas: Exploring Neurodiverse Social Play With Children and Their Parents Through Expanded Proxy Design

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