Advertisement

Tackling developmental delays with therapeutic activities based on tangible tabletops

  • Clara BonilloEmail author
  • Sandra Baldassarri
  • Javier Marco
  • Eva Cerezo
Long Paper
  • 104 Downloads

Abstract

In this work, we have studied the potentialities of tangible tabletops when applied to the therapy of children with developmental problems. The research question was if tangible tabletop activities would be useful for children with developmental delay. We present the development and evaluation of several activities for our tangible tabletop NIKVision targeted to children with developmental disorders. With the collaboration of the “Centro Base I” of the Aragonese Institute of Social Services of Zaragoza, the therapeutic goals of the activities were established and several evaluations were carried out to verify the activities’ usefulness. Following the evaluation of the children of the center, some light modifications had to be made in the activities though after a second evaluation the therapists of the center were satisfied with the result. A new activity to work language disorders through the storytelling was also made, and a new functionality was included in the software that allowed to record speech audio, so that the therapists could record comments while children performed the activities. These additions have made possible the use of tabletop in the therapy of the children of the center where one of our tabletops has been installed. Thanks to a set of tangible activities especially designed for children with developmental delay and of certain functionalities that have been added to the tabletop it has been possible to include tangible tabletop activities in the therapy of this group of children, so that they can benefit all the therapeutic possibilities offered by tangible interaction.

Keywords

Tangible interaction Tabletop Children with developmental delays Therapeutic activities 

Notes

Acknowledgements

We would like to thank Claudia Bonillo and all the staff of the “Centro Base I” of the IASS (Zaragoza, Spain) for allowing us to carry out the evaluation sessions with their children. Also, we would like to thank the parents and children who participated. This work has been partly financed by the Spanish Government through the contract TIN2015-67149-C3-1R.

References

  1. 1.
    Valcarce, A.: Una apuesta decidida por la atención temprana. In: Revista Minusval, ISSN: 0210-0622, 159, pp. 19–20 (2006) (in Spanish)Google Scholar
  2. 2.
    Shevell, M., Ashwal, S., Donley, D., et al.: Practice parameter: evaluation of the child with global developmental delay: re-port of the Quality Standards Subcommittee of the American Academy of Neurology and the Practice Committee of the Child Neurology Society. Neurology 60, 367–380 (2003)CrossRefGoogle Scholar
  3. 3.
    Peñafiel, F., Hernández, A., Chacón, A.: Atención temprana. Enseñanza 21, 19 (2003). (in Spanish) Google Scholar
  4. 4.
    Hernández, S.B., Roqueta, M.C.: Experiencias de juego y trabajo TIC con alumnos de atención temprana. Integración: Revista Sobre Ceguera y Deficiencia Visual (58) (2010) (in Spanish)Google Scholar
  5. 5.
    Horn, M.S., Solovey, E.T., Crouser, R.J., Jacob, R.J.: Comparing the use of tangible and graphical programming languages for informal science education. In: Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 975–984. ACM (2009)Google Scholar
  6. 6.
    Hamidi, F.: Digital Tangible Games for Speech Intervention. Technical Report, York University, March 2012 (Technical Report CSE-2012-02)Google Scholar
  7. 7.
    Marco, J., Cerezo, E., Baldassarri, S., Mazzonne, E., Read, J.: Bringing tabletop technologies to kindergarten children. In: 23rd BCS Conference on Human computer Interaction. Cambridge University (2009)Google Scholar
  8. 8.
    Marco, J., Baldassarri, S., Cerezo, E.: NIKVision: developing a tangible application for and with children. J. Univers. Comput. Sci. 19(15), 2266–2291 (2013)Google Scholar
  9. 9.
    Hummels, C., Van der Helm, A., Hengeveld, B., Luxen, R., Voort, R., Van Balkom, H., De Moor, J.: Explorascope: an interactive, adaptive educational toy to stimulate the language and communicative skills of multiple-handicapped children. In: Proceedings ArtAbilitation, pp. 6–24 (2006)Google Scholar
  10. 10.
    Hengeveld, B., Voort, R., Hummels, C., de Moor, J., van Balkom, H., Overbeeke, K., van der Helm, A.: The development of LinguaBytes: an interactive tangible play and learning system to stimulate the language development of toddlers with multiple disabilities. In: Advances in Human–Computer Interaction, vol. 2008 (2008). Article ID 381086Google Scholar
  11. 11.
    Hunter, S., Kalanithi, J., Merrill, D.: Make a riddle and TeleStory: designing children’s applications for the Siftables platform. In: Proceedings of the 9th International Conference on Interaction Design and Children (IDC’10), pp. 206–209. ACM Press (2010)Google Scholar
  12. 12.
    Zhou, Z., Cheok, A.D., Pan, J., Li, Y.: Magic story cube: an interactive tangible interface for storytelling. In: Proceedings of the 2004 ACM SIGCHI International Conference on Advances in Computer Entertainment Technology, pp. 364–365. ACM (2004, September)Google Scholar
  13. 13.
    Sylla, C., Branco, P., Coutinho, C., Coquet, E., Skaroupka, D.: TOK: a tangible interface for storytelling. In: CHI’11 Extended Abstracts on Human Factors in Computing Systems, pp. 1363–1368. ACM (2011)Google Scholar
  14. 14.
    Sylla, C., Branco, P., Gonçalves, S., Coutinho, C., Brito, P.: T-books: merging traditional storybooks with electronics. In: Proceedings of the 11th International Conference on Interaction Design and Children, pp. 323–326 (2012)Google Scholar
  15. 15.
    Sylla, C., Gonçalves, S., Branco, P., Coutinho, C.: Peter piper picked a peck of pickled peppers: an interface for playful language exploration. In: CHI’13 Extended Abstracts on Human Factors in Computing Systems, pp. 3127–3130 (2013)Google Scholar
  16. 16.
    Durango, I., Carrascosa, A., Gallud, J.A., Penichet, V.M.: Interactive fruit panel (IFP): a tangible serious game for children with special needs to learn an alternative communication system. Univers. Access Inf. Soc. (2016). doi: 10.1007/s10209-016-0517-5 Google Scholar
  17. 17.
    Villafuerte, L., Jordá, S., Markova, M.S.: Acquisition of social abilities through musical tangible user interface: children with autism spectrum condition and the reactable. In: Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI’12), pp. 745–760 (2012)Google Scholar
  18. 18.
    Kaltenbrunner, M., Bencina, R.: ReacTIVision: a computer-vision framework for table-based tangible interaction. In: International Conference on Tangible and Embedded Interaction, pp. 69–74. ACM (2007)Google Scholar
  19. 19.
    Schneider, P., Hayward, D., Dubé, R.V.: Storytelling from pictures using the Edmonton narrative norms instrument. J. Speech Lang. Pathol. Audiol. 30(4), 224 (2006)Google Scholar
  20. 20.
    ARASAAC: http://arasaac.org/. Last Accessed: 11 Jan 2017
  21. 21.
    Marco, J., Cerezo, E., Baldassarri, S.: Lowering the threshold and raising the ceiling of tangible expressiveness in hybrid board-games. Multimed. Tools Appl. 75(1), 425–463 (2016). doi: 10.1007/s11042-014-2298-2 CrossRefGoogle Scholar
  22. 22.
    Baldassarri, S., Marco, J., Cerezo, E., Moreno, L.: Accessibility evaluation of an alternative and augmentative communication (AAC) tool. In: Stephanidis, C., Antona, M. (eds) Universal Access in Human–Computer Interaction. Design for All and Accessibility Practice. UAHCI 2014. Lecture Notes in Computer Science, vol. 8516. Springer (2014)Google Scholar
  23. 23.
    Marco, J., Baldassarri, S., Cerezo, E.: Experiencias de uso de tecnologías multimodales y tangibles con niños de Educación Especial. Buenas prácticas de accesibilidad en videojuegos. Cap 5.8. ISBN: 978-84-8446-135-7, pp. 185–190. Ed IMSERSO (2012) (in Spanish)Google Scholar
  24. 24.
    Manresa-Yee, C., Mas, R.: Designing an accessible low-cost interactive multi-touch surface. Univ. Access Inf. Soc. (2016). doi: 10.1007/s10209-014-0396-6 Google Scholar

Copyright information

© Springer-Verlag GmbH Germany 2017

Authors and Affiliations

  1. 1.Advanced Computer Graphics Group (GIGA), Computer Science DepartmentUniversidad de ZaragozaZaragozaSpain
  2. 2.Advanced Computer Graphics Group (GIGA), Computer Science Department, Engineering Research Institute of Aragon (I3A)Universidad de ZaragozaZaragozaSpain

Personalised recommendations