This document summarizes a student's research on using communication apps on mobile devices for children with autism spectrum disorder (ASD). The research aims to determine if children prefer using mobile devices over traditional communication folders, how independently they can manage vocabulary, and the impact on their lives at home, school, and in the community. The student conducted literature reviews, developed a prototype app, tested it with children, and collected data through observations and questionnaires with staff and parents. Next steps include further data analysis, collaboration with other institutions, and presenting findings at conferences and in journals. The research emphasizes interdisciplinary collaboration and an evidence-based approach to developing technologies that leverage the ubiquity of mobile devices to help children with communication effects of ASD.

1. “An Exploration of the Effectiveness
of the use of Communication Apps
through Mobile Devices on children
with Autism Spectrum Disorders
(ASD)”
Ms. Miriam O’ Sullivan
Institute of Technology Tralee
Principal Supervisor: Dr. Tom Farrelly (Institute of Technology Tralee)
Co-Supervisor: Mr. Peter Given (Institute of Technology Tralee)
NANO NAGLE SCHOOL
LISTOWEL

2. Context- Glossary of terms:
• Autism Spectrum Disorder (ASD):
• Complex neurological disorder (Bluestone, 2005).
• Effects social, communication and behaviour skills.
• Heterogeneous condition.
• Picture Exchange Communication System (P.E.C.S.) (Frost and Bondy, 2012).
• Mobile devices:
• Smartphones, Tablets, iPad, iPod, iPhone.
• Communication Apps:
• Seven categories
• Examples include: Proloquo2go, Grace, LetMeTalk, Voice4u, etc.

3. What’s it Like?

4. Research Questions
Do the children show preference to using the mobile device as
opposed to the folder?
Is the child independent in managing the vocabulary library?
What effects has the use of the Communication App and mobile
device had on a child’s life in relation to home, school and the
community?

5. There’s already an App for that-
Reinventing the wheel!

6. The Literature Review: When and How?
• Current research:
• Availability (Stokes, 2011; De Leo et al., 2010; Winograd, 2010).
• Sources.
• Design methodology.
• Development of Communication Apps that are currently available:
• Software developers (McEwen, 2014).
• Parents of children with ASD.
• Onei was developed by a Social Care Professional in partnership with a school
for children with Special Needs (Nano Nagle School Listowel) – an emphasis on
empirical evidence.

7. Research Methodology
Action
Research and
User-Centred
Design
UPA Designing
the User
Experience
Mixed
method
approach to
data
collection

8. Designing for the user:
User-Centered Design

9. Technical and Procedural Aspects of Data
Collection & Analysis
• Participant Profile
• Interviews
• Staff (Classroom teachers and Speech and Language Therapists)
• Parents
• Observations
• Informal
• Formal- Autism Treatment Evaluation Checklist (Autism Research Institute)
• Focus Group
• Questionnaires
• Staff
• Parents

10. Results/Findings to date:
• User requirements:
• Sensory processing (Hatch-Rasmussen, 2015; Sensory Processing Disorder
Foundation, 2015).
• Motor skills (Hayes et al., 2010).
• App features.
• Current use of mobile devices:
• Availability of mobile devices in Ireland (Eircom Household Sentiment Survey,
2013).
• Effects of using Apps and mobile devices on children with ASD (Quillen, 2011;
Bradshaw, 2013; De Leo et al., 2010; McEwen, 2014).
• Initial findings from field research are encouraging.
• Development of frameworks for building with children with ASD
as opposed to for children with ASD.

11. Onei

12. Next Steps
• Presentation of findings to stakeholders (Thursday 17th December 2015).
• Completion of data analysis (January 2016).
• Collaborations with the Department of Educational Technology in Trinity
College Dublin Completion and submitting of dissertation (May 2016).
• Potential collaboration with Fanshawe College, Ontario, Canada-
International dimension to the research. Possible implementation with
adults with ASD.
• Presentation at Social Care Ireland Conference.
• Journal article for the Irish Journal of Social Care.

13. Project Management- Progress to date
Time Period Action/s Methods Comments
Jan/Feb 2015 Field Research Observations of how
children currently use
standard PECS in a
school setting.
Interviews with staff
and parents
The aim is to establish
what elements of PECS
are best suited to or
could be substantively
improved upon though
the use of an App.
March/April/May 2015 Prototype Design for
App
Participant profile,
observations, focus
group, usability testing
June 2015 Initial usability testing
of Prototype App
Field Research in school
setting
Online usability testing
in July
The school setting test
is simply a set of initial
field trials
concentrating on the
general ‘look and feel’
of the App.

14. Project Management- Progress to date contd.
Time Period Action/s Methods Comments
September- Early October
2015 (Phase 1)
Action Research Phase
Mid-October- December
2015 (Phase 2)
Implementation and
Modification of Prototype
App
Evaluation of
implementation of the app.
Presentation of findings to
stakeholders
Structured observations
(utilising ATEC) of the
children using App
Questionnaire with Parents
and Speech & Language
Therapist & Classroom
Teachers
Feedback from staff and
children- structured
observations and informal
interviews
Questionnaires to be
completed by staff and
parents
These observations will
take place in the presence
of school staff i.e.
classroom teacher/SNA
These questionnaires will
act as the final piece to
evidencing the effects and
impact of the app on the
children.
Jan 2016 Final analysis of data

15. Onei
Necessity of
interdisciplinary
collaboration in
the development
of future
technologies
Evidenced-
based approach
Ubiquity of
mobile devices
Effects of using
these types of
Apps
Societal Impact of the Research

16. Bríd-Ann O’ Connor,
Reflexologist,
086-1018513
Mr. Ted Kenny,
Scartaglen
Millstreet Motor FactorsVincent Murphy Sports, Castleisland