Asperger Syndrome and Mobile Phone Behavior

  • Laura Daley
  • Shaun Lawson
  • Emile van der Zee
Part of the Lecture Notes in Computer Science book series (LNCS, volume 5614)

Abstract

This paper introduces the idea of using modern technology to work as an assistive tool for adults with Asperger’s Syndrome (AS) and Higher-Functioning Autism (HFA) The study investigated the use of mobile phones by a neurotypical control group. Participants reported their pattern of phone use given specific social scenarios. Results showed that participants were more likely to use the text messaging facility on their phone to contact someone rather than call them. It also showed that their choice of communication mode did not differ given different social scenarios and neither did it when the information was given from the recipients’ perspective. Further investigation is described where this information will be compared to a group of AS individuals.

Keywords

Asperger’s Syndrome Autism Computer mediated communication mobile phones 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Frith, U. (ed.): Autism and Asperger Syndrome. Cambridge University Press, Cambridge (1991)Google Scholar
  2. 2.
    Attwood, T.: Aspergers Syndrome; A Guide for Parents and Professionals. Jessica Kingsley, London (2006)Google Scholar
  3. 3.
    Wing, L., Gould, J.: Severe impairments of social interaction and associated abnormalities in children: Epidemiology and classification. Journal of Autism and Developmental Disorders 9(1), 11–29 (1979)CrossRefGoogle Scholar
  4. 4.
    Baron-Cohen, S., Wheelwright, S.: The Empathy Quotient: An Investigation of Adults with Asperger Syndrome or High Functioning Autism, and Normal Sex Differences. Journal of Autism and Developmental Disorders 34(2), 163–175 (2004)CrossRefGoogle Scholar
  5. 5.
    Wing, L.: Asperger’s syndrome. A clinical account. Psychological Medicine 11, 115–129 (1981)CrossRefGoogle Scholar
  6. 6.
    Lawrence, E.J., et al.: Measuring empathy: reliability and validity of the Empathy Quotient. Psychological Medicine 34(5), 911–924 (2004)CrossRefGoogle Scholar
  7. 7.
    Premack, D., Woodruff, G.: Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences 4, 515–526 (1978)CrossRefGoogle Scholar
  8. 8.
    Rutherford, M.D., Baron-Cohen, S., Wheelwright, S.: Reading the Mind in the Voice: A Study with Normal Adults and Adults with Asperger Syndrome and High Functioning Autism. Journal of Autism and Developmental Disorders 32, 189–194 (2002)CrossRefGoogle Scholar
  9. 9.
    Bowler, D.M.: Theory of Mind in Asperger’s Syndrome. Journal of Child Psychology & Psychiatry & Allied Disciplines 33(5), 877–893 (1992)CrossRefGoogle Scholar
  10. 10.
    Ozonoff, S., Pennington, B.F., Rogers, S.J.: Executive function deficits in high-functioning autistic individuals: relationship to theory of mind. Journal of Child Psychology And Psychiatry, And Allied Disciplines 32(7), 1081–1105 (1991)CrossRefGoogle Scholar
  11. 11.
    Baron-Cohen, S., et al.: Reading the Mind in the Face: A Cross-cultural and Developmental Study. Visual Cognition 3, 39–60 (1996)CrossRefGoogle Scholar
  12. 12.
    Baron-Cohen, S.: Is Asperger Syndrome Necessarily Viewed as a Disability? Focus on Autism and Other Developmental Disabilities 17(3), 186–191 (2002a)CrossRefGoogle Scholar
  13. 13.
    Baron-Cohen, S.: Autism and Asperger Syndrome. The Facts. Oxford University Press, Oxford (2008)Google Scholar
  14. 14.
    Baron-Cohen, S.: The extreme male brain theory of autism. Trends in Cognitive Sciences 6(6), 248–254 (2002b)CrossRefGoogle Scholar
  15. 15.
    Egan, L.M.-A.: Students with Asperger’s syndrome in the CS classroom. In: Proceedings of the 36th SIGCSE technical symposium on Computer science education. ACM Press, St. Louis (2005)Google Scholar
  16. 16.
    Robins, B., et al.: Robotic assistants in therapy and education of children with autism: can a small humanoid robot help encourage social interaction skills? pp. 105–120. Springer, Heidelberg (2005)Google Scholar
  17. 17.
    Robins, B., Dautenhahn, K., Dubowski, J.: Does appearance matter in the interaction of children with autism with a humanoid robot? Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systems 7(3), 479–512 (2006)Google Scholar
  18. 18.
    Robins, B., et al.: Robot-mediated joint attention in children with autism: A case study in robot-human interaction. Interaction Studies: Social Behaviour and Communication in Biological and Artificial Systems 5(2), 161–198 (2004)CrossRefGoogle Scholar
  19. 19.
    Baron-Cohen, S., et al.: Mind Reading: The interactive guide to emotions. Jessica Kingsley Limited, London (2004)Google Scholar
  20. 20.
    Caroline, M.: The Transporters. Child and Adolescent Mental Health 12(4), 197 (2007), http://www.transporters.tv CrossRefGoogle Scholar
  21. 21.
    Jones, M., Marsden, G.: Mobile Interaction Design. John Wiley & Sons Ltd., Chichester (2006)Google Scholar
  22. 22.
    Srivastava, L.: Mobile phones and the evolution of social behaviour. Behaviour and Information Technology, 2005 24(2), 189–201 (2005)Google Scholar
  23. 23.
    Baron-Cohen, S., et al.: The Autism-Spectrum Quotient (AQ): Evidence from Asperger Syndrome/High-Functioning Autism, Malesand Females, Scientists and Mathematicians. Journal of Autism and Developmental Disorders 31, 5–17 (2001)CrossRefGoogle Scholar
  24. 24.
    Attwood, T.: The complete guide to Asperger’s Syndrome. Jessica Kingsley Publishers, London (2008)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2009

Authors and Affiliations

  • Laura Daley
    • 1
  • Shaun Lawson
    • 1
  • Emile van der Zee
    • 2
  1. 1.Lincoln Social Computing (LiSC) Research CentreDepartment of Computing & InformaticsUK
  2. 2.Department of PsychologyUniversity of LincolnLincolnUK

Personalised recommendations