Deepti Aggarwal, R. Garnett, Bernd Ploderer, F. Vetere, P. Eadie, B. Davidson
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引用次数: 7
摘要
本文探讨了通过视频进行自闭症家长培训干预的挑战。我们对一项干预措施进行了定性的实地研究,该研究基于一项完善的针对自闭症儿童父母的培训计划,名为Hanen More Than Words。这项研究是由一位Hanen认证的语言病理学家进行的,他向两位母亲提供了基于视频的培训,每位母亲都有一个患有自闭症的儿子。我们对干预的14个疗程进行了为期3个月的观察,并对每位参与者进行了3次半结构化访谈。我们确定了参与者在不同会议期间进行的不同活动,并根据其对技术的影响对其进行了分析。我们发现所有的参与者都欢迎视频培训,但他们也面临着一些困难,特别是在与其他参与者建立融洽关系,邀请平等参与以及观察和提供亲子互动反馈方面。最后,我们通过定义适应性、群体参与和物理设置这三个设计敏感性来反思我们的发现并激励进一步的研究。
Understanding Video based Parent Training Intervention for Children with Autism
This paper investigates the challenges of delivering parent training intervention for autism over video. We conducted a qualitative field study of an intervention, which is based on a well-established training program for parents of children with autism, called Hanen More Than Words. The study was conducted with a Hanen Certified speech pathologist who delivered video based training to two mothers, each with a son having autism. We conducted observations of 14 sessions of the intervention spanning 3 months along with 3 semi-structured interviews with each participant. We identified different activities that participants performed across different sessions and analysed them based upon their implications on technology. We found that all the participants welcomed video based training but they also faced several difficulties, particularly in establishing rapport with other participants, inviting equal participation, and in observing and providing feedback on parent-child interactions. Finally, we reflect on our findings and motivate further investigations by defining three design sensitivities of Adaptation, Group Participation, and Physical Setup.