Understanding Neurodiverse Social Play Between Autistic and Non-Autistic Children

被引:1
|
作者
Morris, Brooke [1 ]
Havlucu, Hayati [1 ]
Oldfield, Alison [2 ]
Metatla, Oussama [1 ]
机构
[1] Univ Bristol, Sch Comp Sci, Bristol, Avon, England
[2] Univ Bristol, Sch Educ, Bristol, Avon, England
来源
PROCEEDINGS OF THE 2024 CHI CONFERENCE ON HUMAN FACTORS IN COMPUTING SYTEMS (CHI 2024) | 2024年
关键词
Social Play; Neurodiverse Play; Autism; Double Empathy Problem; HIGH-FUNCTIONING CHILDREN; SPECTRUM DISORDER; FRIENDSHIP; LONELINESS; ADOLESCENTS; QUALITY; ADULTS;
D O I
10.1145/3613904.3642809
中图分类号
TP18 [人工智能理论];
学科分类号
081104 ; 0812 ; 0835 ; 1405 ;
摘要
Social play supports children to develop essential life skills and foster friendships. However, autistic and non-autistic children often do not have equal opportunities to engage in social play. Previous research to improve these opportunities tends to invoke social skill interventions solely for autistic children or is focused on designing for only one group, rather than considering the interactions or needs of all children in neurodiverse groups(1). In order to understand the different experiences of children during social play, we conducted interviews with 6 professionals who support neurodiverse social play and undertook observation sessions of 36 autistic and non-autistic children during unstructured social play. Our findings move beyond the existing characterizations of autistic social play and build upon the double empathy problem to capture and consider the needs of all children in neurodiverse playgroups. We argue these findings could be used to inform future neurodiverse social play technology design in HCI.
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收藏
页数:16
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