Using participatory video to facility communication among children on the autism spectrum Deborah Rafferty and Cheryl Wright Department of Family and Consumer Studies Logo For Student Support Faculty Photo Autism is a developmental disorder which impairs an individual’s ability to effectively communicate verbally and non-verbally, in addition to their ability to interact socially. It is estimated that one child in 110 are affected by an autism spectrum disorder (ASD) in the United States (CDC, 2010). In this research, the efficacy of using participatory video to facilitate communication among children with ASD was evaluated. The study looked at participants, 6 male children and 1 young adult on the autism spectrum ages 8-18, who were involved in workshops using Google SketchUp, a 3D modeling program. Participatory video gives control of the film-making and documentary process to the participants. Participants were given tasks, such as filming their partners during work and sharing time, to accomplish each day during the weeklong summer workshop and select workshops in the fall, allowing them to discuss their creative process and interact in a manner they had not previously. Participants were paired, given questions to ask their partner, and filmed their partner’s responses. Through this activity, participants were able to actively engage in a conversation about their experience and provide responses to their partner’s questions that were more than a few mumbled and vague statements. Acquiring a similar level of response in previous focus groups proved to be difficult, especially in a group setting as the participants quickly lost interest and started to engage in behaviors not fitting for the situation. The study found that through the use of participatory video, the workshop participants were able to more easily able to fully express their thoughts and feelings regarding SketchUp, a 3D modeling program, and better convey their experiences with the workshops held over the past years. Deborah Rafferty Cheryl Wright iSTAR “Implement a strengths- based and family-focused technology and education program that values neurodiversity and provides youth with learning opportunities to realize their full potential across the life course." RESEARCH METHODS ABSTRACT QUOTES “My favorite part about SketchUp is, well, everything about it. I like the teachers, the friends, everything…There’s a lot of interesting things about SketchUp: the tools and making animation scenes.” – Colton “I like SketchUp because you can use your imagination to do practically anything you want, any time you want.” –Steven “Because I really like it. You get to make stuff that you would want in real life and you can make movies. You can make video games.” – Christopher “…Because we get to learn more and more stuff every day… because [with] SketchUp you can pretty much do anything.” – Digger “The first [experience] I had was really exciting. Then they told me you could make video games and I was even more exciter.” – Christopher “I like coming to be with friends and the teachers.” –Colton “I like to use the camera because you can play with them, learn how to use them better than I already did. I’ve learned a whole lot this camp.” -Steven “Jurassic Park” – Grant, Summer 2011 “Pokemon Zoo” – Steven, Summer 2011 Parents and grandparents reframing of expectations to include more positive outcomes for their child Increased self-confidence in youth through the development of a technology skill Strengthened relationships between youth and key people in the youth’s lives including parents, grandparents, teachers, and peers Objective Strengthen and develop the social and occupational skills of youth with neurodiversity such as high-functioning autistic youth by building on their visual- spatial abilities and interests. A collaboration between Google and the University of Utah using Google SketchUp™ technology as a platform to increase the visual and spatial skills of youth on the autism spectrum. An interdisciplinary team provides consultation on research design, implementation, and evaluation. The project uses adult mentors to develop and enhance the skills in the youth participants. Uses mentoring, communication, and problem-solving techniques for the youth to utilize with peers. Strengthening social skills and building relationships with key individuals including parents, grandparents, siblings, teachers, and peers. KEY OUTCOMES