Design for special needs
Vidhi Mehta | Product Design | 7th Semester | NID | Guide : Gayatri Menon
Autism Spectrum Disorder (ASD) ASD is a developmental disorder of neurobiological origin that can have lifelong effects on social interaction, ability to communicate ideas and feelings, imagination and establishment of relationships. Autism affects information processing in the brain by altering how nerve cells and their synapses connect and organize; how this occurs is not well understood. Different people with autism can have very different symptoms. Health care providers think of autism as a “spectrum� disorder, a group of disorders with similar features. One person may have mild symptoms, while another may have serious symptoms. But they both have an autism spectrum disorder. The main signs and symptoms of autism involve problems in the following areas: Communication - both verbal (spoken) and non-verbal (unspoken, such as pointing, eye contact, and smiling) Social - such as sharing emotions, understanding how others think and feel, and holding a conversation Routines or repetitive behaviors (also called stereotyped behaviors) - such as repeating words or actions, obsessively following routines or schedules, and playing in repetitive ways
I did not know about Autism before I started this project. My very vague understanding of ASD person was that it was difficult for them to connect to me emotionally, to look at me when I am talking… It was a different experience when I first met children with ASD at NASEOH (National Society for Equal Opportunities for the Handicapped), Ahmedabad. Blue Rose, is a school run by NASEOH for young children with Autism Spectrum. They did not smile when I said hello. It was difficult to interact with them because they won’t make eye contact with you, he could count numbers from 1-100 but not look in my eyes when I talk to him. There is hardly any interaction amongst all of them. It felt like they were in their own worlds not bothered about other people’s presence around them.
Rushi, is a 14 year old child diagnosed with Classic Autism. I met him at the Blue Rose School. He has a peculiar habit of smelling anything that he is given. When given a chalk to write his first reaction was to smell it. His behavior was similar to the toys, crayons and even human touch. He is a quiet child. He takes time to respond to verbal instructions. He cannot talk but expresses himself by screaming or calling out and pointing at you when he needs something. He nods to say yes once we understand what he needs. It is very difficult to establish eye contact with him when I tried talking to him. He loves to tap on surfaces and making hissing sounds. It is difficult for him to sit in one place for more than 15 minutes. He gets restless sitting in one place for long. When he is scolded or when he just cannot convey his feelings to his caregiver he tends to bite himself out of frustration. He has 2 wounds on each of his hands because of repetitive bites. He also keeps smelling the wound in his hand!
If one tries to stop him when he is biting, he might also pinch that person too. Too many instructions given together may annoy him. He cannot perform tasks consecutively. A head massage at temple pressure points is at times the best way to calm him down. He does not like singing or dancing but likes rhythmic repetitive beats like clapping of hands or tapping on floor. He likes rough, textured surfaces. His mother says that he finds it very hard to connect to people emotionally. He feels claustrophobic with too many people around him. She said that even if she is crying he doesn’t show any response. He loves to play in natural surroundings and specially likes rainy season. He can sit outside in the park for hours on his own, playing all alone with the swings.
Spending time with Rushi
Rushi keeps moving around the whole class
He instantly starts biting himself when the teacher scolds him for moving about the class and not sitting in his place
Teacher ties a belt so as to ensure he remains seated, he is smelling his fingers.
Annoyed, he sits at his place pressing his head, he does not interact with anyone.
Teacher unties him and calls him to draw horizontal and vertical lines, he does not want to draw.
Later on when he went out to play, he started tapping surfaces loudly, he also kept jumping and making high pitched sounds to himself.
The wound on his hand, just below the thumb
He is smelling his wound.
Dhruvi, 7 year old child diagnosed with ASD. I met her at Kalrav Foundation, also a part of NASEOH, this program was launched about 2 years ago especially for people with ASD. Dhruvi loves to play on the swings. She finds it difficult to walk all by herself and needs someone to assist her while she walks. She likes to play with the big ball at Kalrav. She sat on the ball with her hands supported by mine and raised and lowered her body to get a jumpy feeling. Once she enjoys a certain activity she wants to keep on doing the same thing for a long time. In this case she enjoyed jumping on the ball and was not ready to leave the ball later when it was time to go home. She had a bump on her lower chin and when I asked her mother she told me that when she is annoyed or when she needs something and cannot get it she starts banging her chin on table or hits her hand to her chin. When she starts doing this her mother takes her out to play or let her sit on the swing, it takes a little time to soothe her down. Her mother said that if she makes a mistake, she can’t scold her, she gets scared by loud noises. She has a habit of putting things in her mouth. She chews on nearly everything that she can get into her hands. Even with food she likes to eat variety of things, ‘something new every day’ (as her mom puts it).
Rutvi can speak words and she shows a lot of understanding to instructions. She loves Tabla and shows interest when someone plays music and sings. She also loves rain. Her mother says that one of her biggest problems is that she looses her temper quite often. When she is annoyed she clenches her fists and she has a habit of throwing things around when she is angry. This gets quite embarrasing when then are in a public space. Most of the times it is unknown situations that trigger this anger. She said that swings calm her down. Anything that is long and thin like a flexi rod also helps in grabbing her attention and calming her down. She is fond of massages, hydro therapy works very well with her. Warm water sponge helps to soothe her in winters. Tight hug also helps in calming her down, she sleeps with a soft toy.
I interacted with the teachers at Blue Rose, Ahmedabad, Asha Ben and Vaijanti Ben. According to them each autistic child is different. What may help in soothing and calming one child will make the other one more aggressive. It is almost impossible to design something for the whole spectrum of autism. Although there are a certain things that are prevalent in a lot of these children but there is no generalized pattern that has been found. Rhythmic beats, jumping, staying suspended in air (like a swing), watching things that move rapidly, deep pressure massages, bear hugs, hydro therapy, strong visual images are some things that help to soothe them down. She emphasized that “each child has strong emotional security associated with one of his/her senses, if one can provide a concrete simulation of this sense then they can successfully calm the child.�
Mrs. Sujata and Mrs. Kashmira have both undergone a training to teach Autistic children. They teach children through their center in Vadodara. Mrs. Sujata believes that sensorial play, is very therapeutic. “We have a lot of equipments that trigger different emotions in these children. She mentioned a set of strong smells that she herself made for these children, each one has a different impact on the child, and each child reacts to these smell differently. She said that ‘om’ chanting helps to calm a lot of children too. Trampolines, cycler and dart games helps them use up all their extra energy and in turn tires and calms them down. It is about diverting energies. Both of them strongly focus on the importance on these children to learn to do their daily life work by themselves. I need to make them independent. She trains them in various day-day tasks ranging from setting up the dinner table to counting money etc. Mrs. Kashmeera thinks that their undesired behavior can be controlled via regular social interaction. It is true that these children do not like interaction but qualitative efforts on regular basis can bring about a huge improvement in their behavior.
Problem Statement Although not universal, it is common for people with ASD to have difficulty regulating their emotions. This can take form of “immature” behavior, such as crying or engaging in verbal outbursts that seem inappropriate to those around them. Individuals with ASD may also be disruptive and physically aggressive at times. They have tendency to “lose control”, particularly in a strange or overwhelming environment or when angry and frustrated. They may at times break things, attack others, or hurt themselves. In their frustration, some bang their heads, pull their hair or bite their arms.
I sat with parents and care givers of some children with ASD and asked them tell me about their children, I noted expressions from what they told me into notes and then started making patterns in my observation. What I came to realize was potential in their sensorial perceptions. I then went on ahead to confirm my assumption with a few toys and mock-ups playing with these sensorial abilities
visual sensitivity
sense stimulation tendency
tactile activities
olfactory sensitivity
needs motion
Process picture
touch sensitivity
My experiments
Squeeky ball : they liked to press it and produce the ‘squeek’ sound, there was instant connection and alertness that the sound could produce for Rutvi
Rope light : one of my best experiments, the rope light was an instant click for most of them, they really liked playing with the lights and it successfully distracted them from their tantrum as well. 4 parents actually got rope lights for children after this.
Water mist spray : this was another fun experience, although not universally appreciated. The spray felt like a little mini rain shower for the children. Rutvi got really excited after the spray and would keep her mouth open to actually taste some water.
My experiments
Glow ball : Every time you throw it, it does a bright show of colourful LED lights. The boy really liked playing with it, and it kept him busy for quite a long time before it was finally in one corner.
Musical Instruments : It not my idea but I realised that music, beats, ‘taal’, dramatics etc. are a very important part of their schooling and they pick up things much faster due to these activities.
Funnel echo : I tried this with a concept in my head that this would actually make them speak. Sadly, only Rutvi seemed interested in this one. The low pitched noise that came out once one spoke through the other end created few reactions.
Hammer game : This was a part of school’s collection of puzzles and games. I think it worked quite well as the child would vent out his frustration and ultimately becomes calm once he is tired.
Learning from the field Each child is special in terms of what sensorial stimulus it reacts to. Also response to each stimulus can be different too, one might calm them down whereas other might excite them. These stimuli act as great source of distraction when a child is disturbed or undergoing a melt down. Usually these children get stressed or become anxious when their surroundings change unexpectedly (probably the same reason why they prefer machines and non living objects over people, since they are predictable). They are used to routine which when broken may result in a breakdown of emotions. Often such outrage on child’s part can get quite embarrasing in a public scenario. Most parents of autistic children fear to take them on outings or help them mix with other people due to this reason. But healthy social interaction is necessary as this helps them to learn to communicate instead of withdrawing to objects all the time. What is required is some kind of distraction which can correct a melt down as well as facilitate social interaction otherwise. In other words “The object is not a substitute for other people,” she says. “It’s a catalyst.” - Matari´c, inventor of humanoid Bandit http://www.popsci.com/science/article/2010-05/humanoid-robots-are-new-therapists Sensorial stimulus at this point of time can act as a distraction giving parent/caregiver the time to understand what caused the melt down. This can then be corrected later by behaviorial therapy.
Concept Doodles
funnel - pipe - funnel
Funnel box > different sounding voice, hollow echo-y > may initiate talking behavior
Concept : A toy with a funnel like opening for ears and mouth. The child speaks to the creature and can hear the voice back through its ears. The voice gets distorted, (low pitch hollow sound) which I think will grab the attention of the child. The toy becomes like a secret keeper for the child, and hearing its voice will assure the child of it’s presence. Feedback : Children hardly like to speak any ways and this did not work if the child has to speak inside, although hearing a caregivers hollow voice did bring positive response.
Concept : bear hug, a soft toy with holes for hands and legs for a child to comfortably hold on to everytime it feels disturbed
pull strings
Concept : foldable cradle that parents can take wherever they go, the deep pressure therapy inside the cradle is used to calm him/ her down
rolling and rocking cuddle, music and lights for 5 - 8 year olds
sensory attractions like soft glow
Concept : it is based on an existing concept of Snoezelen therapy or controlled multisensory Enviroment (MSE) It is a specially designed sensory physical environment together with the input of the “enabling practitioner� initiates changes in arousal by affecting the relaxation process, reducing anxiety and/or pain (both physical and emotional). The idea involves to have a portable Snoezelen experience, a space that the child can carry with oneself all the time. Maybe in a form of an umbrella or a cap which pulls down his/her Snoezelen space.
rocking
sensory shell to soothe and calm them
like an umbrella that child can carry around
LEDS that lit up
Concept : Mechanical toy that lights up when the 2 discs are rotated in opposite directions. the marbles inside the 2 discs assist the motion. It is accompanied by musical tune. tactile light sound
Concept Doodles
Connectors
Concept : Connector links, a bunch on bendy lights and a connector hub. Everytime the bendy light is attached to hub it makes the rope glow. Children can explore endless shapes and light will help them concentrate everytime circuit gets complete they light up
Concept : DeLight, this developed further from the Connector links itself. The concept includes 2 water-proof soft toys (silicone toys) which can be pressed and squeezed. Inside each of them are LED lights. When the 2 toys come in contact with each other they glow, thus establishing a connection between care giver and the child. The glowing toys will distract the child and make him/her forget about their anxiety. The toy assists in human connection which was stated as one of the problems before. Feedback : The toy was liked by most of the children, and kept them entertained. Parents pointed out that there could be variations in the toy according to child’s specific likes, may have red or blue lights or hum a tune etc. But the problem with such a toy will be that the toy needs to be with the child all the time.
Lights up with different colours when touched at different points. This encourages child to interact with the object as well as the care giver. There can be 2 methods of play : Child playing by himself/herself with the 2 objects Child interacting with the care giver
silicone soft toys, chewable when brought together they light up
flexible rod with different tactile grips to reduce tension and help improve grips
Market Study
Tabelit is a learning toy concept that will help people with learning disability to paint by pushing buttons with different coloring facility, allowing expressing their creativity.
Gobug, helps to facilitate a comprehensive social learning experience. It helps users work in union on verbal, physical and non-verbal communicative levels. This helps autistic kids to learn through imitative play, by watching the other kid and his/her hand motions. Doing this increases the spatial perception, auditory processing, visual tracking and social interaction of autistic children.
Repeat is a regulatory tool concept for autistic children specially designed to reinstate repetitive behaviors like head banging, arm flapping, etc with a less harmful and less distracting alternative. The soft and stretchy surface of Repeat can be tugged on, rubbed, squeezed, or bitten, instead of dangerous repetitive behavior like head banging.
Beagle Scarf Hoodie is a hooded scarf shaped like beagle ears. Worn either like a scarf wrapped around the neck or zipped up like a sleeves jacket, the scarf. The scarf was designed purely with autistic children in mind. Research has shown that animal therapy and music therapy greatly minimises the panic and reclusive nature experienced by autistic children. This information was kept in mind in designing the scarf which comes with speakers in the area of the ear within the hoodie. The textured pockets of the hoodie also offer the option of attaching customised aroma patches.
BearHug is a simple vest that inflates around the torso to give this support. Pressure applied to the torso of autistic children helps keep regulate the sensory system to relieve anxiety, reduce unwanted behaviors, and help increase focus to complete daily tasks.
Line Up is a fun game for autistic children, that harnesses their interest in lining up toys and other objects, to to teach them facial recognition skills that are essential for communication.
Concept 1 : Making & Testing Prototype
2 boxes with 9V batteries and 3.5 mm jacks, 4 tubes with led lights and 3.5 mm jacks. Each tube has a pair of male and female jack parts and each box has 2 pair of jacks.
Feedback: Children enjoyed playing with the prototype. The toy encouraged various permutations to try various forms. I also interacted with the teachers, they suggested that tubes should be made in various colours and sizes. This will enable them to understand patterns and sequences as well.
tyube sensory toy to build fine motor skills
2.5 inches 4.2 inches
A set of Tyubes contains 5 docks and 10 pipes. Tyubes allows children to learn alphabets and make structures. Different coloured lights and soft flexible pipes appeal to the senses of these children. The docks are powered with rechargeable button cells. The set will cost around Rs 400-500/-
Concept 2 : Finding technology How to identify stress or anxiety? Anxiety is a natural human reaction that involves mind and body. It serves an important basic survival function: Anxiety is an alarm system that is activated whenever a person perceives danger or threat. When the body and mind react to danger or threat, a person feels physical sensations of anxiety — things like a faster heartbeat and breathing, tense muscles, sweaty palms, a queasy stomach, and trembling hands or legs. These sensations are part of the body’s fight-flight response. They are caused by a rush of adrenaline and other chemicals that prepare the body to make a quick getaway from danger. They can be mild or extreme. The fight-flight response happens instantly when a person senses a threat. It takes a few seconds longer for the thinking part of the brain (the cortex) to process the situation and evaluate whether the threat is real, and if so, how to handle it. If the cortex sends the all-clear signal, the fight-flight response is deactivated and the nervous system can relax. If the mind reasons that a threat might last, feelings of anxiety might linger, keeping the person alert. Physical sensations such as rapid, shallow breathing; a pounding heart; tense muscles; and sweaty palms might continue, too. Physical sensations such as a pounding heart, sweaty hands, or a nervous stomach, can be part of normal anxiety, too. What is a normal pulse? Age Group Children (ages 6-15) Adults (age 18 and over)
Normal Heart Rate at Rest 70-100 beats per minute 60-100 beats per minute
Pulse rate above 80-85 in children is generally in situation of stress, vigorous exercise or illness
Wireless bluetooth enabled pulse monitor band on the hand of child with autism
When bands touch each other circuit completes causing immediate sensorial distraction from the cause of anxiety example flickering lights
Process mapping
Band on the parent/ caregiver’s hand that will signal when child’s pulse goes high > may be a sign of stress or anxiety
Parent’s band is USB enabled so that data can later be transferred to computer for monitoring
Behavior Therapy Data can then be used for Behavior Therapy to gradually remove the cause that created anxiety
Scenario of use
Taking child with autism to a park is usually a difficult task as they find it very difficult to play with other children. They often fail to display, in the appropriate circumstances, social skills that may have developed in other children. Scenario here shows how the band can be effective in such a situation. Mother will realise immediately when the child is starting to feel worried (in this case because the girl took his book to read) and can come to the situation of rescue even before the child reaches melt down leading to embarrasing situation. She can use the temporary sensory distraction to soothe the child and it also gives her some time to analyse the situation and restore calm. Later the concept of sharing could be taught to the child through repetitive behaviorial therapy.
Prototype Testing
Sense alert costumised sensory bands that aid in finding when child has a panic attack and distracts child from anger tantrum
Care-giver’s band
Child’s band
pulse monitor
inditcator works via WiFi child friendly silicon belt sensory distraction
Sight Example: Red Lights Blinking lights Dim blue lights
Sound Example: ‘om’ chant favourite song humming sound
Touch Example: rough Texture tight grip
Smell Example: dettol smell lemon smell
A set of 2 bands, one for the care giver and the other for the child with ASD. The band with the child on interaction with care giver’s band results in sensory distraction. This distraction will be in form of one of the sensory experiences based on the child’s comfort zone with them.
To know more about these products or research please contact Vidhi Mehta (vidhi.vm@gmail.com) Product Design, UG Semester 6 National Institute of Design