Children with autism have an affinity with technologies, which imposes the need to keep abreast of new digital technologies . The benefits of mobile devices and interactive technologies in providing structure and predictability  and the vast variety of apps that can facilitate social communication makes it imperative to effectively incorporate iPads in the teaching of joint attention. Despite the increase use of mobile devices there is a lack of guidance for parents and teachers on how to use these devices in home and school environments for young children with autism. This study fills this gap. This paper reports on one of the final stages of the project, in which focus groups with teachers, parents, academics and children were conducted to discuss the development of guidelines on how to use the iPads with children with autism to improve their joint attention skills.
|Title of host publication||Design, User Experience, and Usability: Novel User Experiences|
|Place of Publication||Switzerland|
|Number of pages||9|
|ISBN (Print)||978-3-319-40354-0, 978-3-319-40355-7|
|Publication status||Published - 22 Jun 2016|
|Name||Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)|
Bibliographical noteThe full text is not available on the repository.
- Social communication
- Joint attention
Mangafa, C., Moody, L., Woodcock, A., & Woolner, A. (2016). The Design of Guidelines for Teachers and Parents in the Use of iPads to Support Children with Autism in the Development of Joint Attention Skills. In A. Marcus (Ed.), Design, User Experience, and Usability: Novel User Experiences (Vol. 9747, pp. 178-186). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 9747). Switzerland: Springer Verlag. https://doi.org/10.1007/978-3-319-40355-7_17, https://doi.org/10.1007/978-3-319-40355-7_17