1. Page 1/9 HANDS – working together HANDS – developing software on mobile devices to help young people on the autistic spectrum to develop social skills HANDS – A European Commission Project Why mobile devices? –Evidence to show that children are motivated to use technology –It’s mobile and personal – can use in a variety of situations –Can create a link between motivational input in the classroom and at home and other locations – can “be there” when problems occur –It can be customized for individual needs The HANDS Project

2. Page 2/9 HANDS Partners –Aalborg University, Denmark –Elte University, Hungary –London South Bank University –Helen Allinson School, UK –Egebakken School, Denmark, –Autism Foundation School, Hungary –Svenskolan School, Sweden –Software companies – Wirtek and Evantage

3. Page 3/9 Mobile Devices – A Smartphone What is a smartphone? –A mobile device which has a calendar, diary, “to do” or reminders facility, as well as the potential for e-mail and internet connection Teenagers and smartphones – interest in technology, “it just looks like I am using my mobile”

4. Page 4/9 How might the software work? Michael has been driven in Taxis to his school ever since he started school. Now, at twelve years old, he would like to go to school by himself. Traveling by public transportation demands, however, that he use two buses when going to the school. Michael and his teacher have been talking about this goal and how to achieve it. They have taken the trip together and the teacher has taken pictures of Michael traveling. Afterwards the teacher has created a Step-by-Step instruction sequence which runs on the smartphone software. Furthermore, the teacher has recorded a video of Michael and himself, which runs on the smartphone explaining what to do in case Michael has a problem. As a result of using the software, Michael is better able and supported to manage public transportation in a safe way.

5. Page 5/9 How might the software work? But it’s your input that will be key.

6. Page 6/9 Benefits to Helen Allinson Opportunities to develop links with special schools working with children on the autistic spectrum in Europe –Exchanging examples of good practice –Understanding how technology can be used in different ways to support children Reflecting on practice – being involved in research – action research Developing technology skills The opportunity to be involved in a project which could make a difference to children on the autistic spectrum A funded project

7. Page 7/9 Working together Focusing on the child, the parents, the school Working with children, teachers and other adults, parents to see how to design the software Drawing on their knowledge and expertise Ensuring that the software fits in with lives of children, teachers and parents Partners working as a team Clear responsibilities A joint ethics approach – Project Ethics Board, LSBU Ethics Committee, NAS Ethics Approval

8. Page 8/9 What does the project involve? A staged project: –Sept to January 2009 Phase 1 Initial Specification and Prototyping (Sept to January 2009) –January 2009 – July 2009 Phase 2 Software development - with some ongoing involvement of schools –Sept 2009 to July 2010 Phase 3 Children using the smartphones with the software (Main Prototype 1), evaluation of the software –July 2010 to October 2010 Phase 4 Use results of evaluation for second round of software development (Main Prototype 2) –October 2010 to January 2011 Phase 5 Children using the smartphones with the software (Main Prototype 2), evaluation of the software

9. Page 9/9 What will we do in Phase 1? 3 teams – –Aalborg + Egebakken School and Svenskolan School –ELTE + Autism Foundation School –LSBU + Helen Allinson The LSBU Team – Joe Mintz, Caty March + 1 General observation in classrooms/settings – getting a feel for the setting, getting to know the children Working with prototypes, trying them out Discussions/Interviews with teachers, children and parents on how they would like the software to be designed –Ethics Approval Development by project team of a specification Joint working across the teams

10. Page 10/9 What mobile device functions will we be using? Pre-project work at Aalborg and Egebakken school The Following smartphone functions will form the core: –The Handy Interactive Persuasive Diary An interactive calendar function with usual calendar facilities, but also with configurable/programmable abilities and “knowledge” about situations, where the user is more likely to be persuaded to adopt a new behaviour or attitude. –The Simple-Safe-Success Instructor An instructor function, which gives precise and practical advice on how to solve a given problem. E.g. how to travel by public transportation. The Simple-Safe-Success Instructor can be integrated into the HIPD.

11. Page 11/9 What mobile device functions will we be using? –The Personal Trainer A training function which is basically a simulator of problematic situations with concrete and practical advice input, given with the necessary credibility. TheTravelling Trainer can be used whenever the user has the time and is motivated, e.g.while travelling on the bus. The starting point is either the Simple-Safe- Success Instructor or the Handy Interactive Persuasive Diary. –The Individualiser order to allow users to derive maximum benefit from the HANDS toolset, it is very important that it, to a very large extent is customisable in terms of both aesthetic aspects of the interface and in terms of the presented functionality. Such customisation will be undertaken as part of the setup phase, but also at later points

12. Page 12/9 Motivation, Persuasion Aalborg University – Persuasive Technology A (relatively) new development in Human Computer Interaction, initiated by Prof. B.J. Fogg at Stanford University. Not about persuading people to do things they don’t want to

13. Page 13/9 Motivation, Persuasion Examples: –Use of mobile devices for health promotion e.g. http://www.myfoodphone.com/ –Use of scenarios for developing awareness amongst teenagers – the link to “Social Stories” E.g. to develop drug and alcohol awareness –The idea of the “Social Actor”

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15. Page 15/9 PT/Social simulator www.uge40.dk

16. Page 16/9 Kairos – the moment The opportune moment to involve the user. B. J. Fogg: Persuasive Technology, s41

17. Page 17/9 Motivation, Persuasion The potential is large. Ethics – must make sure that we ensure that persuasion does not become manipulation. –Structures to ensure this – teacher input will be key

18. Page 18/9 2. Persuasive Technology – a way to strength the everyday pedagogical efforts. HANDS goal: To develop software for teenagers with asd that develop their social skills and selfmanagement skills” 1.”Trin for trin” samt Cognitiv Adfærdsterapi er er metodisk udgangspunkt for HANDS. 2.Der tages i TEACCH og HANDS udgangspunkt den enkeltes kompetencer, interesser og motivation. 3.Omsorgspersonerne for et individ med ASD har den vigtigste viden om individet i HANDS. 4.Persuasive Technology drejer sig som om at ændre adfærd og holdning hos brugerne – relevant støtte til autismepædagogikken Tools– increases comptences Making target behaviour easier to do Leading people through a process Performning calculations or measurements that motivate Social actors – creates personal relations Reward people with positive feedback Modelling a target behaviour or attitude Provide social support Media – gives access to experiences Allowing people to explore cause-and-effect relations Providing people with vicarious experimences that motivate Helping people to rehearse a behaviour

19. Page 19/9 Other Case Examples from Egebakken Eric has many tasks to do every day, but he does not know when to start and when to stop. He lacks a feeling of time passing. At the moment he carries an Eggwatch. Solution: Eric has a time-timer application in his smartphone. He can creates his own time-timers which have different properties: colors,shapes, number minutes, number of pre-warnings and warnings.Eric gets more independent and pleased with his smartphone. The use of the Time-timer will be logged and the log can be used to give more knowledge about improvements in Eric’s time-keeping.

20. Page 20/9 Other Case Examples from Egebakken Anita is 13 years old and very aware of the fact that she depend on her Pictograms to manage everyday tasks. On the other hand she feels they are childish and make the impression that she is “mentally handicapped”. Solution: Anita’s pictograms are moved to the smartphone. She has made it her own and likes it. It is based upon the Step by Step instructors.This raises Anita’s self-confidence, make the pedagogical efforts ”smart” and makes her more willing to use pictograms again.

21. Page 21/9 What next? July: Consider which teachers and which children will be involved in specification from September [note that the criteria are for “high functioning” individuals with IQ around 70 or more.] July/Early Sept: Send letter home to classes potentially to be involved about project in general July: Start to consider interview/discussion timings on Autumn Timetable and cover/release arrangements July; Arrange information evening for parents in September Sept: LSBU team come on site to observe in September Sept/Oct: Follow consent procedures for children and parents to be involved and schedule interviews etc.. Sep/Oct: Specify interview/discussion schedules. NOTE: Children/parents who are involved in Phase 1 are not committed to involvement in Phase 2 although obviously that is an advantage for the project if they are subsequently involved.