Board consultation (Week 8)

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will update later

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Level 1 Research

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http://think.direct.gov.uk/education/early-years-and-primary/parents/5-to-7s/teaching-your-child-to-cross-the-road-safely/
(Teaching your child to cross the road safely)


https://autismsciencefoundation.wordpress.com/2013/08/30/music-therapy-may-help-children-with-autism/
(Music Therapy May Help Children with Autism)

http://www.coastmusictherapy.com/free-resources/

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Mind Map (Week 7)

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Autism In Malaysia and In-depth research

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http://www.autismmalaysia.com/

http://www.autism.my/


http://everydaylife.globalpost.com/room-colors-children-autism-10950.html
(The Best Room Colors for Children With Autism)

 http://www.autismclassroom.com/index.php/home-space-design/color
(Colors)

 http://www.ehow.com/how_5331078_design-autistic-childs-room.html
(How to Design Your Autistic Child's Room)




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Final Proposal!

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1.0  ABSTRACT


Autism is a lifelong developmental condition that affects, among other things, the way an individual relates to his or her environment and their interaction with other people. This virtual application will help children with Autism Spectrum Disorder to develop skills through virtual environment and interaction based on Pivotal Response Treatment (PRT).

1.0  TARGET AUDIENCE

Autistic Children

1.0  GOAL


1. What is the goal of the whole application?
   To help Autistic children develop skills like basic safety and social skills based on Pivotal Response Treatment through virtual environment and interaction


2. What is the application trying to solve?
   Autism person cannot be recognize by looking at them. No one “looks” autistic. When a person is autistic, it just means their brain works differently. Most kids with autism are good at some things but have to work harder at others like normal kids that maybe well in sports but is afraid of public speaking. Everyone has things they’re good at, and things they have to work harder at. One way that brains can be different is that some people have an autism spectrum disorder.

   Normal person tend to misunderstood autism action like spinning around for a long time, flapping their arms, jumping up and down a lot, or rocking back and forth. Those repetitive activities are called stims, and they’re doing it because it feels good, or it’s relaxing, or its fun, or as a way to block out too much noise around them. They also tend to have trouble with facial expressions. Kids with autism won’t know how you’re feeling just by looking at your face. Also, sometimes their facial expressions won’t match how they’re actually feeling. Often, if your friend with autism doesn’t seem to have any expression on her face, it just means she’s still thinking about something. If you’re not sure how someone is feeling, you need to ask them.

   This is what the application is trying to solve, Autistic children have problems with socialization and are lack of awareness of danger.  With the virtual applications, we want to motivate Autistic children to talk and communicate with their peer, parents and their siblings. We want them to think it is fun to communicate and it is fun to use their language. We want to hone their basic safety skill and social skills based on Pivotal Response Treatment (PRT). PRT is one of the best studied and validated behavioral treatments for autism.  Derived from applied behavioral analysis (ABA), it is play based and child initiated. Its goals include the development of communication, language and positive social behaviors and relief from disruptive self-stimulatory behaviors.

  The examples of technique from PRT that will be using in these virtual applications are child choice. Children get to choose what they want to play with, talk about and what they want to learn. Second is task variation, as it will be more fun for them and not boring. Another variable is to reinforce attempt. When they really work hard on communicate, they will rewarded back with something fun as to say great job to them.

  3.  What is the advantage of VR that can be exploited to enhance project?
      Virtual Reality helps Autistic kids develop skills. For school-aged children with autism spectrum disorders, skills often taken for granted can be torturously difficult, whether staying within the confines of a yard, crossing a street or navigating the social norms of group playtime.

  Aided by the observation that autistic children relate especially well to virtual reality and computer programs, an entire field of research has sprung up in the last 15 years. No one has a definitive explanation for the technological attraction, though Justine Cassell, director of Northwestern University’s Center for Technology & Social Behavior, suggested that a virtual reality program’s infinite patience certainly helps.
“Technology is also more predictable and controllable,” she said, “and autistic children like predictability a lot.”

  Even so, a particularly convincing virtual reality simulation can help an autistic child transfer new skills back to a real situation — a common difficulty among children with autism, who often focus more on details than on context. New technology can provide an in-between setting, “particularly in a virtual world that’s not moving as quickly and doesn’t have as many cues that might distract you,” said Gary Mesibov, director of the University of North Carolina’s Division TEACCH, a program focusing on the treatment and education of autistic children.

  In several studies over the years, Parsons has shown that children with autism usually recognize that virtual environments are meant to simulate reality. Parsons is part of a new £1.65 million project in Europe, called COSPATIAL, which will place multi-player virtual reality programs into public schools, aiming to help high-functioning children with autism interact socially with their teachers and normal peers. Using this technology is a particularly attractive method for studying autism because people with the disorder tend to have a knack for visual learning; some studies have even reported that they have superior visual acuity.

"They're not so keen on interpersonal, face-to-face interaction, so there's something comfortable about using the computer," Parsons says. "And of course the visual stimuli appeal to a visual way of processing the world, which tends to favor people with autism." Virtual applications like gaming technology are also more sophisticated, and more accessible, than ever before.

 4.  Is this project new or has it been created before? If yes, why are you doing it again?
   Based on my research, the first video and virtual reality games made for children with autism, developed about a decade ago, looked too simple and unrealistic, says Sarah Parsons, one of the leaders of these initial efforts and a senior research fellow in the School of Education at the University of Birmingham, UK. "Now they have the potential to be very realistic in the way that they look, and you control everything that's seen and heard within them."

  There also a game called Astropolis, in which children act as pilots of their own spaceships. It is a video game designed to combine perceptual, attention, and social cognitive measures of autistic behavior.  One Astropolis game, called 'Maritime Defender’ puts a new twist on the classic 'go/no-go' test to measure executive function. Another game that has been made is called 3D safety game for children with Autism. It teaches Autism children to cross the road by following example of a virtual talking dog. It is to improve the safety skill of Autism children.

   The virtual applications that I wanted to make will be based on what has been research and accommodate to Autistic children needs. It will be more realistic and immersive as it will be in 3D virtual environment where Autistic children will develop skills like basic safety and social skills.

4.0  OBJECTIVES

·         To give Autistic children choices on what they like to learn about as it will be more fun for them to choose for themselves
·         To hone the Autistic children basic safety and social skills through variation of educational games
·         To reinforce  Autistic children that if their put effort in something, they will be rewarded in something fun back 

5.0  BENCHMARK
  • Character 
\


  • Environment



  • Interactions




6.0  DESCRIPTION

                 
Level 1 :
·         User will face a variation of choices of task and games that is educational to them
       Level 2 :
·         User will move on to their choices and completing the task or games
·         Task like learning how to cross the road and play games about colors
       Level 3 :
·         When user is ready, they can choose to test themselves in an exam and when they success to finish the exam, they will be rewarded with trophy achievement
·         The exam will be based on what they learn in level 2 just a bit more difficult 


7.0  INTERACTION DESCRIPTION

This virtual application will use first person point of view.
Oculus Rift (output) and Xbox controller (input) will be used in this application.

Level 1 :
·         Users will be able to walk around in a virtual environment
·         Interact with UI
       Level 2 :
·         User will be able to interact with object to complete their task (e. g. picking up right color of ball etc.)
·         User will be able to look around, walk  and jump or run to complete the task (e. g. looks left and right to cross road safely)
     Level 3 :
·         Users have to complete the task from UI
·         Users will be able to collect reward if success in completing task 




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