Brad Regruto || Stephen Shickel || Katie Simmons || Kyle Stewart
MISSION STATEMENT Our mission is to develop an emotionally stable environment for mildly autistic children in a classroom setting.
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PERSONA
Anna:
Mother of Andy Concerned for son’s development Wants him to be independent Wants to be more connected to Andy & teachers while he’s at school
Interested in technology like Google Glass to help Andy, but doesn’t want it to draw attention to her son
Andy: 8 year old boy in the third grade Has mild autism Very intelligent, struggles with completing assignments & interacting with peers More assumtions about Andy for design constraints: Has high functioning Aspergers Understands & accepts his condition Undergoes behavioral therapy Currently uses mobile task management applications and social behavior applications for priming
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STYLE BOARD: 8 Year Old Boys + Andy Andy has interests, hobbies, a sense of humor, and is active just like any other 8 year old. He enjoys watching super hero cartoons and movies. He loves playing soccer, though he is not that coordinated, and he follows professional teams. His clothing is sports wear or has recognizeable and fimiliar icons. Andy enjoys playing xbox and is fascinated by the mechanics of toys he plays with, like Nerf guns. Our solution should not only be realistic and affective but also appealing and approachable.
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Why focus on autism? 1 in 110 1 in 160 1 in 500
children in the U.S are affected by ASDs
1 in 5000 ‘75
‘95
‘04
‘09 ‘13
Fastest-growing developmental disability with a growth rate of
1,148%
66
1in 88
46%
of cases are mild forms of autism
SYMPTOMS OF ASPERGERS Limited interests Repetitive routines Heightened sensitivity Rigid likes/dislikes Clumsiness Visual thinking Literal thinking Difficulty reading body language Honest High IQ 77
RESEARCH: Email Interviews. Learning about our target group. Mother of Shamus
Mother of Daniel
Daily routine: Has to be prompted 5-7 times when dressing.
Tasks:
Shamus will wine and complain through it.
Likes very scheduled school routine, knowing each activity.
Shows signs of anxiety & nervousness when things change.
Tasks:
Behavior:
When interested in a task he is focused and obesessive on how to follow through.
steps or details. He tends to zone out.
Attention:
Struggles with emotions, he gets very upset and extremely angry. Has acted out in fits in the past.
overcome a lot. Follows school rules to the max. Gets disturbed when other kids don’t follow the rules. Attention and focus is an issue through all subjects at school. Observe him to be zoned out at times, not always in tune with his surroundings.
Doesn’t always respond through hearing, though hearing is
Witnessed him at a fundraiser event (large group
over 200 students) which no one prepared him for.
perfect. Physically tap him or remove him from
situations.
He melted down with a full blown anxiety attack.
Social:
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Struggled regulating him through school early on, has
Now he is able to talk things through. Social:
Attention:
prompting.
When not interested in a task he does not comprehend all
Behavior:
Through everything, every task, he needs constant
Large crowds mess with his anxiety & awareness. Playing & socializing with peers is tough.
Andy’s Daily Activities Andy’s behavior can be monitored by his mother at the start and end of his day. It is the school day, when he is away from Anna, that will present the most unfamiliar and uncontrollable circumstances. How do parents, teachers, and aids help Andy if they do not fully understand what he stuggles with?
Morning Routine
Transportation
School Day
Transportation
Home Life
Wake Up Get Dressed Eat Breakfast Comb Hair Brush Teeth Pack Backpack Tie Shoes
Bus Drive Walk Bike
Walk into school Go to Cubby Sit at Desk Start Class Switch Classes Group Interaction Eat Lunch Play at Recess Go to Bathroom Leave School
Bus Drive Walk Bike
Homework Watch TV Read Book Eat Dinner Change into Sleeping clothes Brush Teeth Go to Sleep
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DESIGN INSIGHTS: Outburst Mapping
blood pressure
Physiological
denying requests
Observable
Signs
zoning out
fits heart rate
skin conduction
address immediately
Communication Issues
Teacher recording
Social Triggers
Causes Prevention
data tracking
prompting
Sensory Stimulation
Child
noise interaction
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lighting
Parent direct messaging
recording
alerts
Skin Conductance
During excitation sweat glands in the skin fill with sweat, a weak electrolyte and good conductor. This results in many low-resistance parallel pathways, thereby increasing the conductivity of the skin.
This method is already being used specifically to monitor the stress levels of children with autism. These devices also track movement, temperature and humidity to ensure that stress is the cause of the increase.
MARKET RESEARCH: Wireless Technology
Cuff Wearable Jewlery
Livescribe Smartpen
+ inconspicuous + simple
+ records notes/dictation - privacy issues - could easily lose
- only alert message
Samsung Smartwatch + space for interface + more interactive + attached to arm + place for monitor
Sony S1 + space for interface + more interactive - privacy issues
Google Glass - privacy issues
- may draw attention
- child may break them
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MARKET RESEARCH: Wrist Bands + Smart Watches
Sony Smartwatch + spacious screen + more interactive + perceptable icons - small icons
Nike+ FuelBand
Jawbone Up
+ simple text interface + easy to use - text not as readable
+ simple band
iPod Nano Watch Band + interactive + stylish - smaller screen - small icons
- not much space for monitor
- no interaction except wearing
Affectiva Q Sensor Wrist Band
+ space for monitor
+ secure wrist attachment - no screen
Gaiam Heart-Rate Monitor
+ space for monitor
+ secure wrist attachment - very little interaction - small screen/text
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DESIGN INSIGHTS: Scenarios
Scenario 1
Scenario 2
At lunch time, the cafeteria is a bit louder than usual. Andy becomes overwhelmed and begins to have a panic attack.
Children with autism are more likely to get bullied because of their seemingly awkward social behavior. and obsessive interests. At recess some other students begin to pick on Andy and he becomes upset.
Scenario 3
Andy zones out on something that interests him. He is out of touch with his surroundings, walks right off the playground and falls. Andy is confused and upset. He doesn’t know how to deal with his emotions
Scenario 4
Andy is not interested in his class work and can’t focus. It takes him a long time to complete his work. Andy becomes distressed, making it even harder for him to finish.
Lack of CONNECTION, COMMUNICATION, and UNDERSTANDING makes it difficult for Anna and teachers/aids to pinpoint outbreak triggers.
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PROCESS: Initial Storyboarding
Are you okay?
Who were you with?
GO TO ZONE APP!
Kids Adults Both
I feel... Frustrated Annoyed Confused Angry Tired
I want... A Break My own space
A game My mom To ask a question
Who were I want... I feel... you with? Frustrated A Break Our initial concept included a small band that would monitor vitals and predict stress levels, as well as a mobile application.Annoyed After stress wasMydetected, own space Kids the child would answer a series of questions which would be timestamped and recorded in the mobile application. ParentsConfused would then be able to access A game Adults My mom Angry the information and talk it out with their child later. Both Tired
To ask a question
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PROCESS: Feedback via phone call
Andy’s interface:
Option for help or a break.
Help- give child a note about how to ask for help,
they may not know. Ex. tell to raise hand. Break Zone- opportunity to divery child before
problems arrise. Something soothing, familiar,
interests. Give timer.
Questions- completed as visuals, rather than
Lauren Elder, PhD Assistant Director of Dissemination Science Autism Speaks
Expressing feelings with pictures. Sad vs. Angry.
Most important to figure out what triggered him.
Symbols for noise, symbol for the work is too
hard. Custommizeable icons.
Other thoughts:
Specifically taught how to use it at home.
Need adult help with questions depending
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written words & many emotions.
on how high funtioning the child is.
PROCESS: Feedback via email
“...I think that such a tracking device is great. I just feel in public school in a mainstream class of 26 students the teacher doesn not have the extra time required to assist with that. They also have para pros overseeing more than one child at a time. I think for a parent to be able to track his day and be able to connect with the child through situations is amazing.”
-Donna
Parent of child with autism
“...This is really innovative and very cool! I really like that you can monitor vitals and see if they are even about to have a problem. Then the teacher could use some antecedent modifications to possibly deter problem behaviors. Very cool! I also like the parent connection, as they don’t often know how to help when the kids are at school. Very cool!... Thanks for sharing.”
-Brooks Teacher
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PROCESS: Detail/Fashion/Features of Children’s Watches 1. Fitbit Flex
wrist band tracks steps, distance, calories burned and active minutes personalization | familiar/interesting images
2. FiLIP
wrist band with wearable smart locator and phone for kids watch fastener | peg in hole fit, adjustable
3. Tap2Time
digital watch for kids tap the screen to get the time
slap wrist band, tight on wrist
personalization | one piece, various bright color choices
2
1
3 personalization |
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two piece (platform + wristband) various bright color choices
personalization | one piece, various bright color choices
PROCESS: Ideation Sketches
3.6 cm
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1 3
Features
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1 Metal fastener 2 Home button 3 Touch screen 4 Conductance sensor
5 4
5 Adjustable band
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STORY BOARD with Design Intervention
Andy is frustrated and is having difficulty completing his school work. The Zone Watch reads an increase in the conductivity of his skin—a potential warning sign of an outburst— and begins to vibrate.
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A message appears asking Andy how he is doing. If it was a false alarm, Andy can choose “yes” he is okay, and the watch sleeps. If Andy needs help, he presses “no.” The watch sends an alert to his mother’s mobile application, and the watch prompts him to ask for help in case he doesn’t know how to.
Andy’s schedule is programmed into the Zone application. The watch knows he is in class, so it prompts him to raise his hand and wait for a teacher to come to him.
A teacher comes to assist Andy. After he is calmed down, the teacher chooses for Andy to answer questions about the situation either now or later. She prompts him through the questions if he cannot do it by himself. The teacher has access to the same mobile application Anna has. After andy answers the questions, she opens her app and can provide additional notes as well as record the severity of the outburst.
The watch records and stores Andy’s responses and builds up a database of these responses over time. This allows Anna to monitor Andy’s progress, pinpoint major issues he deals with, and address otherunexpected situations as they come up.
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WATCH INTERFACE
Are you ok? Yes
No
Raise Raiseyour yourhand hand BreakZone and andwait waitforforhelp. help.
Questions
Find ananadult and Find adult and Are you ok? ask askforforhelp. help.
Yes
No
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Already knowing what type of setting the child is in, the watch will tell the child how to get help. For instance, the child is in a classroom and is told to raise their hand.
Questions Answer Later
Answer Later
When the sensors detect an increase in stress, the watch first asks “are you okay?’” to ensure that it isn’t a mistake.
BreakZone
If the child is at recess or lunch, they will be told to go find an adult for help.
Once they have gotten help, the adult will be brought to the menu screen. Depending on the type of situation, they can choose which ever seems most appropriate at the time.
Timer
02 30 MIN
SEC Start
After choosing “Breakzone,” the adult can set a limit for how long the break should be.
Breakzone have a variety of options that the child can interact with.
Music, videos, games and pictures are customizeable to whatever a child wishes (through the settings on the parent’s mobile app).
Once the time is up, the child will be prompted to answer a series of questions that will help track the situation.
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WATCH INTERFACE
Each answer has a related icon or customizable photo to facilitate the child’s understanding.
How diddid you feel? How you feel?
Angry Angry
Back Back
“Who were you with?” “Nobody, one person, a group of people.” This gives the parent get a sense for what kind of situation their child was in.
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“What was bothering you?” “Noise, people, school work.” This question will prompt the child to indentify that things that cause them stress.
Great GreatJob! Job!
Next Next
“How did you feel?” “Angry, sad, scared.” This will help the child to identify emotions as well as relay those emotions to their parents.
The questions are customizable in case there is some additional information that a parent would like to be recorded. All of the answers are stored in a database on the parent’s application.
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The watch in sleep mode; this is what it will usually look like when the child is not answering questions or using Breakzone.
Once the child presses the home button at the top, this menu will appear. There are choices to view messages, personalize settings (like color and brightness), ask for “help” in case the watch doesn’t detect a problem, and enter “Break Zone” on their own.
The explanation mark and color of the message square indicates that there is a new message, in this case, from his mom.
The message displays on Andy’s watch, and a read reciept is sent to Anna’s device. Andy can’t directly reply to his mom through the watch. The intent of this is to give Andy positive reinforcement and encourage independence.
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MOBILE INTERFACE
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Friday, March 14
Zone 5m ago Andy has had a tantrum!
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Lunch
Dave Kelly
English
Janet Smith
Art
Ellie Turner
School Bus
Ryan Black
Art 2
Settings
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English 1
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12:30PM
Schedule
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Andy Smith
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12:30PM
School Bus 10am
12pm
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3/14/14
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Verizon LTE
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Messages
Verizon LTE
Contacts
Janet Smith English
Dave Kelly
I talked to Andy about his behavior during lunch.
Child Chat
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3/14/14 12:40 AM Location: Cafeteria Questions: Who were you with? Nobody What was bothering you? Noise How did you feel? Angry
(204)867-5309
Edit
New Message
Teacher Notes: Your son had a complete meltdown at his lunch table today. He was assisted by his aid to calm down after he threw his lunch at some of his peers for being noisy.
Tantrum Severity Low
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Dated Responses
Janet Smith
Ellie Turner
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Responses
Guidance Counselor
Ok! I’ll keep a close eye on him and let you know how he does! Great! Thank you!
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Teacher Chat
Dave Kelly Guidance C..
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