HygieneHelper

Hayes, Gillian R.; Hosaflook, Stephen W.

doi:10.1145/2485760.2485860

Cited by 15 publications

(6 citation statements)

References 6 publications

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“…Research on supporting people to manage other aspects of independent living has been reported. For example, Hayes and Hosaflook present a mobile system ('HygieneHelper') to support young people with ASD to learn about and track healthy hygiene behaviours, as a key skill for independent living and employment [3]. Research by Hourcade et al argues the need for supporting children with ASD to develop the social skills needed for independent living later in life, and presents a study evaluating the use of apps for encouraging social interaction in children with ASD, with positive results [5].…”

Section: Hci Research and Design For Independent Livingmentioning

confidence: 99%

HasAnswers

Taylor

Grigor²,

Taylor³

et al. 2019

Proceedings of the 21st International Conference on Human-Computer Interaction With Mobile Devices and Services

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Many young people experience difficulty finding and keeping an independent home, which can lead to homelessness or risk of homelessness. To help address this challenge, a young people's service in Scotland (Calman Trust) is developing a mobile service called HasAnswers. This paper provides: a description of HasAnswers; the results of iterative testing with 59 young people (36 male, 23 female) using paper and digital prototypes; and feedback from other services with a responsibility for supporting young people to achieve an independent adulthood, as a potential target market for the future scaling up of HasAnswers. While preliminary, the findings indicate the usefulness and acceptability of HasAnswers. The research contributes to HCI work on design for independent living and homelessness. In particular, the paper contributes new insight into the challenge that some users may experience navigating to the information they need, and an approach to address the problem that has been embedded in HasAnswers and preliminary tested with positive results.

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Section: Hci Research and Design For Independent Livingmentioning

confidence: 99%

HasAnswers

Taylor

Grigor²,

Taylor³

et al. 2019

Proceedings of the 21st International Conference on Human-Computer Interaction With Mobile Devices and Services

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“…Finally, follow-up studies are a way to also consider the ethics of taking away technologies that appear to be a real help for the user and which the user has come to depend on in everyday life. A lot of work within IDC and HCI in general focuses on evaluating assistive technologies and reporting results from these studies (e.g., [11,25]). However, what happens when this technology is taken away?…”

Section: The Value Of Follow-up Studiesmentioning

confidence: 99%

“…Researchers within the IDC community have for some years explored the potential of using technology to assist children with a variety of conditions (e.g., [11,25]). However, to date only limited research has focused on children with attention deficit hyperactivity disorder (ADHD), although ADHD is the most prevalent reported mental health diagnosis for children and teens [17], with a worldwide prevalence of approximately 5% [18].…”

Section: Introductionmentioning

confidence: 99%

A Follow-up Study of a Successful Assistive Technology for Children with ADHD and Their Families

Sonne

Marshall

Müller

et al. 2016

Proceedings of the the 15th International Conference on Interaction Design and Children

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No research on assistive technologies for families of children with attention deficit hyperactivity disorder (ADHD) has investigated the long-term impact after the assistive technology is returned to the researchers. In this paper, we report the outcomes of a follow-up study, conducted four-weeks after a field study of 13 children with ADHD and their families who used an assistive technology designed to help establish and change family practices. We show that some of the positive effects on parent frustration level and conflict level around morning and bedtime routines that we observed in the first phase of the study, continued even after the technology was taken away from the families. We furthermore present insights into family practices in families of children with ADHD and how these can lead to unexpected challenges and implications related to the adoption, use, and outcome of the assistive technology.

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“…For example, learning self-control is one of the key aspects of SEL; it relies strongly on identifying a problematic situation and then to calm down before it is "too late" and emotions are already running high. One opportunity for technology in this setting can draw on the maturing HCI research on in-the-wild stress detection drawing on physiological data or speech prosody, for example, Hernandez et al [2011], Poh et al [2010], Pina et al [2014], Zeng et al [2009], and Ertin et al [2011]. We envision that such data could be used to support the learners in becoming aware of their heightened arousal (e.g., through a private tactile reminder such as FitBit wrist vibration), which can serve as a cue to start the self-calming/self-control mechanisms taught in class.…”

Section: Embedding Of Learnt Skills Into Other Settingsmentioning

confidence: 99%

“…For example, the MOSOCO project [Escobedo et al 2012;Tentori and Hayes 2010] exemplifies how mobile phones can help children on the autistic spectrum structure, but also their neurotypical peers, to structure and practise their social skills outside of lessons, and how the system can help elicit feedback from their peers. Similarly, HygieneHelper [Hayes and Hosaflook 2013] and SocialMirror [Hong et al 2012] help scaffold everyday activities for people with autism. Although the social aspects supported in these systems are relatively basic when compared to the full range of skills taught as part of SEL, they nonetheless raise the question about whether similar approaches might be possible for more complex behaviours.…”

Section: Embedding Of Learnt Skills Into Other Settingsmentioning

confidence: 99%

Teaching and Developing Social and Emotional Skills with Technology

Slovák

Fitzpatrick

2015

ACM Trans. Comput.-Hum. Interact.

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Supporting social interactions is a long-term focus for Human Computer Interaction (HCI) and Computer Supported Cooperative Work (CSCW). However, understanding how social and emotional skills are learned, and how this process can be supported by technology, is an important but underresearched area in HCI so far. To address this gap, we review existing approaches to social and emotions skills learning (SEL) in other fields, with a specific focus on SEL in education, in which a large number of evidence-based programs is widely deployed. In doing so, the primary aim of this article is to provide a foundation and set an agenda for future research on the design of technology that would support, and help teach, social and emotional skills. We identify the key challenges to successful learning shared by SEL programs in education-such as embedding skills learned in class also into everyday situations, promoting reflection, and providing additional opportunities for practice-and outline how these could be addressed by digital technology. Overall, our key argument is that much existing HCI work could be used in support of social and emotional skills learning in education, and possibly other domains, but that the topic has not been explored so far. We also highlight how the focus on supporting SEL would bring novel opportunities and challenges for HCI, as well as provide a basis for a strong HCI research agenda in this space. ACM Reference Format:Petr Slovák and Geraldine Fitzpatrick. 2015. Teaching and developing social and emotional skills with technology. ACM Trans. Comput.-Hum.

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HygieneHelper

Cited by 15 publications

References 6 publications

HasAnswers

HasAnswers

A Follow-up Study of a Successful Assistive Technology for Children with ADHD and Their Families

Teaching and Developing Social and Emotional Skills with Technology

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