Autistic People and Computers - Research Paper Example

?Autism and Computing I. What are the specific developmental needs of autism patients? “Autistic spectrum disorders are lifelong, complex, controversial, challenging to service providers, they can cause severe impairments and they are not uncommon.” PHIS Report (2001) Autism has been defined as a pervasive developmental disorder (PDD), which causes an organic dysfunction and is associated with neurological / brain disorder. It is known to have a severe impact on the patient’s communication abilities; the ability to establish social relationships; and to react in an appropriate manner to their surroundings. The patients of Autism fall within a wide spectrum of disabilities – i.e. from high functioning individuals to those with severe communication disabilities. The patients of Autism have various developmental issues which are listed and discussed below (Eisenberg & Kanner, 1956): Excessive impassiveness with regard to human relationships Inability to successfully use ‘language’ as a mode of communication Restless and compulsive craving for upholding similarity / likeness leading to a striking drawback in the diversity of impulsive actions Over and above the issues listed above, people with ASD (Autism Spectrum Disorder) are known to have a heightened sensitivity towards sound, smell, taste, touch as well as visual motivation; restricted imagination; abnormal physical movements; and problems related to attention and motivation. However, these problems are known to undergo changes over time. Problems related to Social development: The social development of patients with ASD is starkly different, deferred, and / or uncharacteristic than the others. Such difficulties can be observed / highlighted during the communication with their peers. On account of such issues, individuals with ASD often find it difficult to establish, develop or maintain friendships / social relationships. Furthermore, they find it extremely difficult to respond to feelings / emotions and lack understanding / compassion due to their inability to adapt to their social surroundings. Communication setbacks Individuals with ASD face persistent communication difficulties in – both verbal as well as non-verbal forms of communication. Such difficulties are faced by them on a day to day basis, with regard to common and practical aspects of communication such as use of eye contact; facial expressions / gestures etc., during everyday communication. Difficulties in communication also includes efficient application of language skills such as in case of turn taking in a verbal communication; or initiating a conversation; debating on shared topics; maintaining consistency related to the subject of discussion; and ascertaining the knowledge of the listeners regarding the topic of discussion. They also face severe difficulties in understanding idioms, phrases or sarcasm. Poorly developed imaginative skills Individuals diagnosed with ASD display poor imagination skills which lead to a constrained monotonous and stereotyped behaviour. Poor / underdeveloped imaginative skills include a total lack of practical or representational play to problems in using imagination in everyday social lives. Their interests are often limited and against the common / acceptable cultural norms. They have a strong obsession over scheduled tasks as well as their composition / sequence (Gilberg, 2001). Individuals diagnosed with ASD suffer with various kinds of difficulties which tend to impair their quality of life and hence need special efforts taken to elevate their quality of living. They often undergo great difficulties in establishing social relationships and as a result become victims of loneliness, further culminating into frustration and social awkwardness (Bauminger, 2003). They often err in judging common social situations such as – failing to identify and differentiate between genuine compliments and sarcasm; friendly banter and bullying etc., and hence fail to safeguard or defend themselves in public. Furthermore they do not share the same common interests as those of their peers. However, these symptoms usually reduce or fade away with time although the severity of social impairment may increase manifolds (Starr, Szatmari, Bryson & Zwaigenbaum, 2003). Individuals with ASD are known to have good cognitive skills, however such skills are hardly utilized and go unrecognized on account of constant feelings of loneliness, social detachment, and the accompanying bullying and mocking by their peers (Bauminger, Shulman & Agam, 2003; Little, 2002). Such setbacks and shortcomings lead to a hindrance in the development of their communication skills, and causes depression, and anxiety related disorders in the process (Kim, Szatmari, Bryson, Streiner & Wilson, 2000). According to some researchers, mood disorders and the accompanying symptoms of anxiety or depression originate on account of their knowledge regarding their own inability to interact socially and their fear of being bullied and not accepted by their peers (Gillot, Furniss & Walter, 2001; Green, Gilchrist, Burton & Cox, 2000). Needless to add, that such developmental issues have far reaching consequences with the effect that individuals with ASD are relatively less likely than their counterparts to live and / or work independently away from the safe confines of their natural surroundings, or indulge in social activities , strike friendships or even marry (Howlin, 2000). Social skills and the ability to communicate effectively with one’s peers is considered to be a most powerful tool to overcome the developmental difficulties but often, tends to be the greatest factor, preventing people with disabilities from engaging in active social interactions (Rogers, 2000). Thus, it is imperative and inevitable for researchers and scientists to explore and understand this aspect of developmental setbacks faced by individuals suffering with ASD and focus on ways and means to help them cope with their external surroundings, in the most effortless and effective manner . This can be made possible through appropriate intervention and developing tools to assist ASD patients to communicate effortlessly with their peers, rather than detach themselves from them. II. How do those with ASD feel about the internet? It has been observed by various researcher as well as clinical practitioners that individuals diagnosed with ASD share a strong likeness towards technology in general and internet in particular, which is apparent by the manner in which internet and technology has been and continues to be used as a powerful medium of communication – for both therapeutic as well as educational purposes. According to Murray (1997) computers are one of the most compatible tools / instruments of communication especially with regard to dealing with the peculiar developmental issues displayed by patients of Autism. Autism patients are known to be naturally monotropic i.e. they have this unique ability to concentrate on single object with little or no significance to their external environment or surroundings. This could be utilized to their advantage through internet. Other various advantages of internet for people with ASD include the fact that computers can be controlled and operated by will, unlike other objects in their surroundings; they are easy to handle and safe to operate / control; errors made while interaction with computers are relatively safer; internet – offers a wide and safe platform for establishing social relationships and polishing one’s social skills which can prove to be highly motivating (Bolte, 2004; Murray, 1997). On account of such innumerable advantages offered by internet, there growing interest and need among the autistic people to use and rely on the same for enhancing their social and other life training skills (Bolte, 2004; Mitchell et al., 2007; Parsons & Mitchell, 2002; Parsons et al., 2004; Standen & Brown, 2005). Virtual environments offer patients of ASD with a safe platform to test and groom their skills; afford them the ability to make mistakes and in the process encourage them to participate and be a part of wider social groups. The tools used are specially designed taking into consideration the developmental issues faced by Autistic individuals and modified accordingly at reasonable levels to motivate cross-recognition and generalisation. Various studies conducted over the years, on autism have helped in proving the effectiveness of internet as a tool to enhance the performance of those with ASD (Rajendran & Mitchell, 2000). The growing need, use and acceptability of internet as an effective platform for Autistic patients can be seen from the rise in number of home pages, blogs and other communities on popular social networking sites, developed and created by people with high functioning autism. The individuals with ASD have used and continue to use internet, as a successful tool in sharing their personal accounts, grievances, and experiences to a wider audience, thus sharing their problems and concerns with a wider community; a feat which would otherwise have seemed almost impossible in the absence of internet. In fact, such websites, home pages and blogs created by ASD patients have proved to be an effective means for researchers, who have analysed the same for further studies. One such similar study conducted by Jones et al (Jones & Meldal, 2001; Jones et al., 2003; Jones et al., 2001) have helped in proving that the information and knowledge gained through the study of such sites created by Autistic people, is far more and starkly different than what is commonly available in text books and provides a better insight into the difficulties and concerns shared by ASD patients. Contrary to widespread belief about social awkwardness as a typical ASD trait, the analysis of such home pages and web sites revealed that, Autistic patients do not lack interest or are not devoid of emotion and are perfectly capable of sharing the same with their peers or strike social relationships. The creators of such blogs and social groups displayed great awareness regarding their disabilities and the differences arising out of the same, and expressed desire to participate in social groups with their peers, basically make an effort to ‘fit in’. Such blogs were also commonly and widely used by Autistic patients in sharing their fears, apprehensions, frustration and displeasure regarding the everyday difficulties faced by them (Jones & Meldal, 2001; Jones et al., 2001). Social networking mediums such as You Tube have also proved to be an effective communication tool for ASD patients, who have used the medium quite effectively to demonstrate their grievances and share their experiences. One of the most popular examples, which gained wide spread attention includes a series of videos posted by Amanda Baggs , which highlight the plight of Autistic people. (http://www.youtube.com/watch?v=qn70gPukdtY&feature=related) Various accounts gained through interaction with people with ASD indicate that internet is regarded as a strong tool which offers innumerable opportunities by way of chat rooms, online communities / groups, and forums (Blume, 1997). Web sites such as ‘Second Life’ is hugely popular among the Autistic community mainly due to its user friendly approach and the platform it offers to people with ASD across the globe, where they are given an opportunity to practice and enhance their social and communication skills. Disabilities and the Internet: According to Bowker (2002) self identity is a social construct and an inevitable part of everyday lives. It gives us the ability to interact effortlessly with our peers and gain a sense of self, and self-worth. However, for people with ASD who suffer from communication disabilities sharpening and practicing such skills in their everyday life, is a tad bit difficult. Internet provides a medium which offers various alternatives to ASD patients, to come together and share their common grievances on a wider platform, and in the process seek help and strike friendships, thus gain the sense of self worth by creating their own individual identities. The contemporary world is dominated by perfect images and thrives on visual cues, in such a scenario, people with developmental disabilities find it increasingly difficult to fit in, and as a result are left out. Internet can afford them the opportunity to be heard and included in the society, and construct their own independent “world’ via social groups, thus empowering them in the process. Internet helps them in overcoming social and communication barriers – a necessity which is otherwise denied to them in the physical world. A study conducted to analyse and explore the psychological significance of ‘being online’ for people with ASD revealed that participants (i.e. people with Autism) who were labelled to be socially awkward and characterised as socially detached, were more vocal and active in their online world. They were more confident and comfortable while dealing with their online counterparts as opposed to that in the real world. This could mainly be attributed to the fact that, the physical world, unlike the virtual one, is highly biased towards one’s physical attributes and images, which may lead to prejudicial and differential treatment meted out to ASD patients and others with developmental disabilities. The internet on the other hand, helped greatly in reducing and to an extent, eliminating such social barriers, and thus helping them to communicate and interact without such fears or apprehensions (Bowker and Tuffin (2007). A study conducted to assess the manner in which Austic people conducted themselves online, and manage their online identities, revealed that unlike the physical world, the virtual world afforded the ability to hide their disabilities or impairments and the choice to do so was solely controlled by them. As a result, they were solely judged by their peers on the basis of their comments / thoughts shared by them, rather than on the basis of their disabilities. Thus most of the participants interviewed, displayed a reluctance to disclose their disabilities, unless extremely necessary. This fact helped them to enjoy the common privileges which were otherwise denied to them in the real world (Bowker and Tuffin (2004). On the basis of various studies and researches conducted over the years, it would be safe to say that internet is a hugely popular medium among people with Autism, mainly on account of its unique ability to offer visual anonymity to individuals. Similar studies conducted with regard to the use of internet by people who stutter indicated that people with disabilities in general, have a strong affinity towards internet, since it enables them to interact with their peers anonymously, offers them ease of communication, which is otherwise denied to them in the physical world, and give them an opportunity for unhindered self-expression; thus giving them a chance to break out of their ‘moulds’ where they are typically described as socially inactive, awkward or detached. Online forums and groups give such individuals a sense of shared concern, where they can discuss their inabilities and difficulties faced by them in everyday live. Such discussions with like-minded individuals, who share more or less, the same obstacles, helps in developing a sense of commonality and validation, which further helps them in overcoming their drawbacks to a considerable extent. Studies have indicated that internet – via social networking sites and other online groups and forums are widely used by people with disability as a medium of establishing friendships and thus displaying their willingness to be a part of the ‘regular’ and wider social group (Seale, 2001; Seale & Pockney, 2002). It was also observed that rather than hiding their disability, they were more interested in displaying it, with a view to seek assistance, and / or validation from their peer or support groups and discuss ways and means to overcome them (Seale, 2001). It is apparent from the above discussions that internet, is viewed as a source of liberation by the people with disabilities, and a very effective platform which assist such people in liberating them from the restrictions of their everyday lives. It can thus be safely concluded that, internet or rather the virtual world is considered as more inclusive as compared to the physical world. However, regardless of the various studies confirming the use, acceptance and popularity of internet as an effective medium for people with disabilities, there are studies, which assert that the use of internet by such section of the population is relatively low as compared to that by the non-disabled groups (Dobransky & Hargittai, 2006; Dutton & Helsper, 2007). This is mainly on account of the various issues faced by them, in using and accessing internet, along with other barriers such as low income, lack of employment opportunities, proper education and hence skills to use internet effectively and to their advantage etc. among others (Dobransky & Hargittai, 2006; Drainoni et al., 2004). III. What technology could be used to assist ASD patients in developmental issues? Technology can be and is widely used for overcoming various disabilities, by assisting in tasks which are otherwise impossible in the physical world. The use of technology in the case of Autism is also remarkable and extensive. ASD, of all the other critical medical conditions is a pervasive developmental disorder which poses severe challenges with regard to application of technology in assisting the patients diagnosed with the disease. This is because, unlike other illnesses, ASD is multifaceted and intangible in nature, and offers little scope for application of technology to improve the condition of ASD patients. However, over the years significant development has been made, with regard to use of technology in treating ASD resulting in innovative tools and applications which have the potential to drastically transform the lives of those suffering with the said disease. The same is discussed in the following section: Video tools Autism is a behavioural disability whereby the patients exhibit a strong aversion to establishing social relationships; communicate effortlessly with their peers; and a restricted or repetitive behaviour patterns; thus hindering their social development in the process. In such a situation, developing assistive technology entails the study of such individuals in their familiar settings. This can be facilitated through use of video equipments. Patients with ASD can be filmed and their reactions and behaviour can be used extensively for diagnosis by experts (Maestro, Casella, Milone, Muratori, & Palacio-Espasa, 1999). Retrospective Video Analysis is a tool which can prove to be extremely handy and significant in assessing and detecting autism at an early stage and quicker than the usual / conventional methods used for prognosis (Baranek, Grace T., 1999). Furthermore, researchers have claimed that home videos can also prove to be extremely helpful in detecting, the early onset of autism among children, especially owing to the preference of parents to film their child in a pleasant setting. Apart from identifying / detecting autism at an early stage, video tools can be effectively used for treatment as well (Charlop & Milstein, 1989). For instance video modelling, is used as an effective tool to teach children with autism, and help them in developing conversational skills. This tool is proved to be highly effective in enhancing the learning skills among children with Autism (LeBlanc et al., 2003). Imaging The use of neuro-imaging techniques such as MRI or PET (positron emission tomography) is regarded as most successful techniques of assisting patients with ASD. This technology allows for an in depth analysis and assessment of the most critical and significant part of human body i.e. the brain. Such analysis helps in assessing the developmental issues related to language learning, numerical skills as well as the ability to perform social tasks among others. Structural MRI is extensively used for analysis and diagnosis of Autism, especially for the purpose of ascertaining the physical properties of the brain among patients of ASD (Courchesne et al., 2001). Assistive technology The term refers to the use of any tool or equipment which is customized / tailor made to enhance, improve or sustain the functional abilities of individuals with severe disabilities. It includes a wide variety of tools, including state of the art computer assisted technologies; relatively inexpensive electronic devises / gadgets, such as VOCA (Voice Output Communication Aids) which are used particularly used for treatment of ASD (Schepis, 1998). This tool is known to assist the ASD patients, particularly children in overcoming their communication disabilities and developing alternative forms of communication which may serve their purpose and help them sail through effortlessly in their day to day activities (Durand, 1999). It offers them an opportunity to strike natural interpersonal communication with their peers and socialize with them, an activity which is otherwise known to be difficult to overcome due to their apparent speech and communication setbacks (Schepis, Reid, Behrmann, & Sutton, 1998). The use of technology in assisting individuals with ASD is known to be highly effective and widely accepted and acknowledged by the patients with ASD (Moore, McGrath, & Thorpe, 2000). Such tools, especially the use of computers in classrooms were found to have great impact on enhancing the learning abilities of ASD patients; improve their attention span, focus and concentration; helped in developing and enhancing their motor skills as well as generalisation skills (Jordan, 1995). Robotics The use of Robotics technology in the assisting patients diagnosed with Autism is by far one of the most significant achievements in the field of technology. The same has been researched extensively over the years (Dautenhahn, 1999; Michaud, Clavet, Lachiver, & Lucas, 2000). Various hi-tech robots have been developed over the years for use in treatment and diagnosis of patients with ASD (Kozima & Yano, 2001), for instance the ‘babybot’ called Infanoid, which was developed to facilitate human-robot interaction. There are various other significant technologies which are developed and used effectively in the field of autism study and treatment, however listing all of them exhaustively is highly impossible task. IV. How would “Human-Computer interaction” or user interfaces will affect autistic people? Computers, as observed from the above discussions are perhaps the only technological tool which affords people with disabilities in general, and those with ASD in particular, the ability to engage in meaningful exchange and interaction among their peer groups. It is known to provide them with opportunities which they are otherwise denied in the physical world. They form a significant part of a large social group, which have a high dependence and reliance on computers and computer assisted technologies, due to its unique ability to assist them in performing their day to day tasks as well as enhancing their social skills and relationships. The human computer interaction is known to have a significant positive impact on people with ASD. It is likely to help them in overcoming their difficulties regarding social awkwardness, inability to communicate properly and effectively, overcome difficulties arising out of lack of non-verbal cues; ability to communicate in a more constant and conducive environment; bypass channels of face-to-face communication by affordign them an opportunity to communicate online anonymously; safety regarding their identities; use of emoticons and other similar visual cues to help them understand the messages communicated to them in a better manner etc. among others (Abascal and Civit, 2002). References: Abascal J., Civit A. 2002. Opportunities and Risks of the Information and Communication Technologies for Users with Special Needs. (2nd IEEE International Conference on Systems, Man and Cybernetics. Hammamet, Tunisia). IEEE Cat. No.: 02CH37349C. Bauminger, N., Shulman C. & Agam, G. 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