Audiovisual design of learning systems for children with ASD

Abstract

The increasing use of information and communication technologies for children with Autism Spectrum Disorder (ASD) establishes a complex media, interaction and learning scenario not currently supported by models of communication, computation, and pedagogy. Moving forward on this theme, this work proposes a model of interactions for problem description, planning, and production of systems for teaching skills and abilities to children with ASD. The proposed model arises from theoretical integration between Audiovisual Design framework with Taxonomy Instructional Objectives. In addition to theoretical input, a systematic review of the state of the art reveals a shared nature of media, among individuals with ASD, family members, clinical and educational professionals. Four stages of interaction were identified. In this way, this research contributes to teaching strategies that integrate levels of interaction from cognitive, affective and psychomotor domains, that impact the generation of contents and adaptive systems for the needs of children with ASD.