Parisa Ghanouni1, Tal Jarus2, Jill G Zwicker2,3,4,5,6, Joseph Lucyshyn7, Brooke Fenn2, Elyse Stokley2. 1. Department of Occupational Therapy, Dalhousie University, Halifax, Canada. 2. Department of Occupational Science and Occupational Therapy, University of British Columbia, Vancouver, Canada. 3. Division of Developmental Pediatrics, Department of Pediatrics, University of British Columbia, Vancouver, Canada. 4. Child & Family Research Institute, Vancouver, Canada. 5. Sunny Hill Health Centre for Children, Vancouver, Canada. 6. CanChild Centre for Childhood Disability Research, Hamilton, Canada. 7. Department of Educational and Counseling Psychology and Special Education, Faculty of Education, University of British Columbia, Vancouver, Canada.
Abstract
Introduction: Research has demonstrated that videogame programs can be an effective intervention targeting social challenges among children with autism spectrum disorder (ASD). Despite the rapid growth in developing videogame programs, incorporation of stakeholders' views has been limited. Objective: This project aimed to identify the design elements that should be considered during development of videogame programs for children with ASD, from the perspectives of stakeholders. Materials and Methods: We involved 26 stakeholders, including parents of children with ASD, youth with ASD, and clinicians working with individuals with ASD in focus groups and interviews. Results: Thematic analysis yielded three themes: (1) addressing heterogeneity and diverse needs; (2) mirroring real world; and (3) teaching strategies. Conclusion: Incorporating these elements during development of videogame programs can help enhance the outcomes for children with ASD. By including stakeholders' voices, it is assumed that the developed videogame programs may serve as user-friendly and engaging tools to potentially complement traditional interventions when overcoming social difficulties in individuals with ASD.
Introduction: Research has demonstrated that videogame programs can be an effective intervention targeting social challenges among children with autism spectrum disorder (ASD). Despite the rapid growth in developing videogame programs, incorporation of stakeholders' views has been limited. Objective: This project aimed to identify the design elements that should be considered during development of videogame programs for children with ASD, from the perspectives of stakeholders. Materials and Methods: We involved 26 stakeholders, including parents of children with ASD, youth with ASD, and clinicians working with individuals with ASD in focus groups and interviews. Results: Thematic analysis yielded three themes: (1) addressing heterogeneity and diverse needs; (2) mirroring real world; and (3) teaching strategies. Conclusion: Incorporating these elements during development of videogame programs can help enhance the outcomes for children with ASD. By including stakeholders' voices, it is assumed that the developed videogame programs may serve as user-friendly and engaging tools to potentially complement traditional interventions when overcoming social difficulties in individuals with ASD.
Authors: Betania Groba; Laura Nieto-Riveiro; Nereida Canosa; Patricia Concheiro-Moscoso; María Del Carmen Miranda-Duro; Javier Pereira Journal: Int J Environ Res Public Health Date: 2021-04-27 Impact factor: 3.390