Considering Individual Variation in Triadic Interaction among Children with Autistic Features during a Technology-enhanced LEGO® Building Activity

ID: 41558 Type: Full Paper: Conceptual & Empirical Study
  1. Katja Tuononen, Sanni Kiiskinen, and Eija Kärnä, University of Eastern Finland, Finland

Tuesday, June 24 4:30 PM-5:00 PM

Presider:
Verona Leendertz, North-West University, South Africa

Children with autism spectrum disorder (ASD) have challenges in triadic interaction, or joint attention. These skills affect multiple areas of the lives of these children, including their learning and education. Previously, technological solutions have been found to be beneficial for this population. Thus, we were interested in investigating triadic interaction among children with autistic features during a technology-enhanced LEGO® building activity. Previous research has focused on the difficulties that these children have. We wanted to provide an alternative, strength-based perspective. The pilot study presented in this paper was conducted as a mixed-methods case study utilising video data recorded in a natural technology-enhanced environment. According to the results, the technology-enhanced LEGO building activity enabled the children to express their individual skills in unique ways. The findings are discussed in relation to designing learning environments for this population and the importance of identifying their strengths.

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