Enhancing Social Communication in High-Functioning Children with Autism through a Co-Located Interface

Abstract

In this paper we describe a pilot study for an intervention aimed at enhancing social skills in high functioning children with autism. We found initial evidences that the use of a social interaction and may lessen the repetitive behaviors typical of autism. These positive effects also appear to be transferred to other tasks following the intervention. We hypothesize that the effect is due to some unique characteristics of the interfaces used, in particular enforcing some tasks to be done together through the use of multiple-user GUI actions.