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Accessing Peer Social Interaction: Using Authorable Virtual Peer Technology as a Component of a Group Social Skills Intervention Program

Accessing Peer Social Interaction: Using Authorable Virtual Peer Technology as a Component of a... Accessing Peer Social Interaction: Using Authorable Virtual Peer Technology as a Component of a Group Social Skills Intervention Program ANDREA TARTARO, Furman University JUSTINE CASSELL, Carnegie Mellon University CORINA RATZ, The Chicago School of Professional Psychology JENNIFER LIRA, Francis W. Parker School ´ VALERIA NANCLARES-NOGUES, Advocate Illinois Masonic Medical Center Autism spectrum and related communication and social disorders can severely affect some children's ability to engage in peer social interaction. In this article, we describe and evaluate an Authorable Virtual Peer (AVP), technology designed to help children access peer interactions by supporting them in developing critical social skills. Children interact with the AVP in three ways: (1) engaging in face-to-face interaction with a life-sized, computer-animated child; (2) creating new social behaviors for the AVP; and (3) controlling the AVP using a graphical user interface to select appropriate responses while the AVP interacts with another person. Our evaluation suggests that when an AVP is used as an activity during a social group intervention, a common intervention approach used with children with social and communication difficulties, that children's use of specific social behaviors critical to successful social interaction increases during role-play of common social situations with another child. Categories and http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ACM Transactions on Accessible Computing (TACCESS) Association for Computing Machinery

Accessing Peer Social Interaction: Using Authorable Virtual Peer Technology as a Component of a Group Social Skills Intervention Program

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Publisher
Association for Computing Machinery
Copyright
Copyright © 2014 by ACM Inc.
ISSN
1936-7228
DOI
10.1145/2700434
Publisher site
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Abstract

Accessing Peer Social Interaction: Using Authorable Virtual Peer Technology as a Component of a Group Social Skills Intervention Program ANDREA TARTARO, Furman University JUSTINE CASSELL, Carnegie Mellon University CORINA RATZ, The Chicago School of Professional Psychology JENNIFER LIRA, Francis W. Parker School ´ VALERIA NANCLARES-NOGUES, Advocate Illinois Masonic Medical Center Autism spectrum and related communication and social disorders can severely affect some children's ability to engage in peer social interaction. In this article, we describe and evaluate an Authorable Virtual Peer (AVP), technology designed to help children access peer interactions by supporting them in developing critical social skills. Children interact with the AVP in three ways: (1) engaging in face-to-face interaction with a life-sized, computer-animated child; (2) creating new social behaviors for the AVP; and (3) controlling the AVP using a graphical user interface to select appropriate responses while the AVP interacts with another person. Our evaluation suggests that when an AVP is used as an activity during a social group intervention, a common intervention approach used with children with social and communication difficulties, that children's use of specific social behaviors critical to successful social interaction increases during role-play of common social situations with another child. Categories and

Journal

ACM Transactions on Accessible Computing (TACCESS) – Association for Computing Machinery

Published: Dec 19, 2014

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