Project Description
For my undergrad degree Project, I designed a platform called Autism Excels which focuses on creating a web-based system that provides a more integrated and nurturing development process for Autistic Children.
Project Goal
It is designed to improve the communication between teachers, parents and counselors which will lead into a more uniform approach to treatment and education.
Autism Excels provides tools that help parents create and manage a common point of communication for the entire educational and counseling team. Teachers can share their educational goals and concerns, and counselors will be updated of all conditions benefiting the well being of the child.
Design Process
Research Analysis
The goal of this research is to find ways to explore and discover these hidden talents and help parents to change their perceptions from disabilities to strengths that makes these children extraordinary and unique. The research shows that cultural factors can influence the parent’s perception and the environment of their household affects their child’s learning process. Understanding these factors can help to establish a better learning process for them, and leading them to an independent lifestyle
History
→1911 the term, Autism, was first introduced by Swiss Psychiatrist, Eugen Bleuler
→1940 the term was used to describe children with emotional and social problems.
→1943 Dr. Leo Kanner documented 11 young patients, described them to inhabit private worlds, ignoring people around them.
→1990 the federal government added Autism as a diagnosable and mental condition, as part of the Individuals with Disabilities Education Act (IDEA).
The Spectrum & Symptoms
Social communication and Interaction
→Making little or inconsistent eye contact
→Difficulties with the back and forth conversations
→Unable to understand other people’s actions
Restrictive or Repetitive Behaviors
→Getting upset by slight changes in a routine
→Sensitive light, noise, clothing, or temperature
→Experience sleep problems and irritability
Level 3: Severe Autism
Level 2: Autism
Level 1: High Functioning
Child is non-verbal and are required 24/7 support
Child needs substantial support and have limited social interactions
Child needs support, but tends to have repetitive
behavioral issues, which are noticeable without support
Strengths and Abilities
VISUAL
Visual Thinkers
Photorealistic, visual thinkers but
poor at Math
Career Paths
→Graphic Design/ Digital Art
→Photographer
→Industrial Art
VERBAL
Verbal Minded
Poor drawing skills but good at
memorizing information
Career Paths
→Journalists
→Stage Actors
PATTERN
Pattern Thinkers
Like to solve puzzles, music and are
good at math but have difficulty
with reading
Career Paths
→Mathematicians
→Software Engineers
→Computer Programmers
Cultural and Social Attributes
Multicultural Influences
→Diverse Home Values
→Religion
→Family Traditions
An annual report made by Individuals with Disabilities Education Act in 1997, which categorized the demographic that was highly affected by Autism.
→Black
→Asian/Pacific Islander
→White
→Hispanic
Positive Appraisals
Latino Culture:
↳The Mothers accept the child as
a blessing or gift from God
↳Have been given this challenge
to become a better person
↳See themselves as the Virgin Mary
Hawaiian Culture:
↳Look at the child as a valued
member of the community,
regardless of his/ her abilities
Natives of India:
↳More tolerant of the differences in
their children because they believe
that Indian boys speak later than
other children
Negative Appraisals
Latino /Mojave/ Navajo Cultures:
↳The cause of this condition is
viewed as a punishment for the
sins of the parents or witchcraft.
Depending on the severity of the
Individuals Autism level will affect the parent’s appraisal and the need to seek help from organizations.
Mind Maps
Concept Analysis
Concluding my research analysis and when creating the mind maps, I discovered that there’s many factors that involve the learning process and development of an Autistic Individual. So in order to understand these factors, I conducted a survey mainly targeting on the first to third level of the bioecological systems that impact and make a part of the individuals lives such as their parents, teachers and counselors.
05/ Chronosystem
Includes historical contexts and events that may impact the individuals.
04/ Macrosystem
Involves culture and societal factors that can impact their development.
03/ Exosystem
Setting or events that involve the individuals development such as school or government policies that affect their organizational help.
02/ Microsystem & Mesosystem
Microsystem
Direct contact with the individual such as family members.
Mesosystem
two or more people involved with the individual such as staff, doctors, professors, etc.
01/ The Individuals
Individuals, which we know have difficulties with social and behavioral issues and need structure and routines.
Method: Interviews
Using the bioecological systems theory developed by Urie Bronfenbrenner in 1979, I targeting specific participants to get a range of knowledge and understanding of Autism in those systems.
Participants
↳ 1 Special Education Teacher
↳ 1 ABA Therapist
↳ 1 Early Start Service Coordinator
(Special eduction instructional aide)
↳ 3 Parents
↳ 1 Autistic Individual
Result Outcome #1
Group 1
Teacher
Early Start Coordinator
ABA Therapist
Key Highlights:
⟶Prepare and Train Teachers and Staff
⟶Collaborative Training for Parents and Caregivers
⟶More communication between all the services
Question: As you’re in the field, do you think there could be better ways of therapy or newer methods can be applied to the program that you are working in?
Teacher:
I think having more time with peers without disabilities can improve behaviors, communication, and increase academic performance in my students. It also benefits the gen ed students by establishing that ALL students at their school are their peers. It helps them see the variation in different aspects of life, and it teaches them respect and patience
Early Start Coordinator:
No because we’ve gone to trainings which have taught us new approaches and new activities we could incorporate in the class
ABA Therapist:
Every child is also different. I think there is no right way to do therapy. I think there are important factors that everyone should consider and apply, but there is no one right way.
Question: Do you feel like more can be done from the educational system?
If so what ideas of suggestions would you like to give?
Teacher:
I feel that credential programs, both gen ed and special ed, need to have more of a focus on Autism and behavior... It is imperative that all credential candidates are taught about Autism, behavior strategies, and differentiated instruction... Additionally, the biggest difference I have seen over the years in regards to successful teaching and successful learning is smaller class sizes... My lessons and activities are more effective when they can be targeted specifically to students’ needs and skills, and it is nearly impossible to fit each students’ goals
Early Start Coordinator:
I feel some methods such as apps/ computer programs that are affecting social skills so time on these electronics should be supervised and time on these should be limited. I think there should be more collaborative trainings for parents and caregivers. More support in the classroom, more social emotional curriculum instead of testing. More access to sensory support and physical education. Overall more funding for special education.
ABA Therapist:
I think communication is key. Many of these kids see a speech therapist and an occupational therapist and a behavioral therapist and a school ABA and we are all teaching differently and this will affect the child.
Result Outcome #2
Group 2
Parents
a. 8 year old son
b. 14 year old son
c. 26 year old son
Autistic Individual
Key Highlights:
⟶Focus on certain struggles and personalize their treatments
⟶ Use their interests and strengths to help them focus
⟶ Train parents in how they can deal with their child at home and not just at school
Question: What suggestions would you give to the special education program your child is in?
Parent of 8yr old:
Mainly extra push on certain struggles that the student have, personalize one on one session based on what interests the child has and build a relationship between the therapist and the parent.
Parent of 14yr old:
For example, my son likes to sing and dance and it sparks his interest. They should find methods in how to use that interest and help him with his speech and other methods that can help him focus and develop
Parent of 26yr old:
Focus on the strengths and fixation to then adapt to therapies and train parents so then that way they can participate and understand the child’s needs. More communication between the teachers and parents.
Autistic Individual:
It needs to be more interactive, something that uses all 5 senses and not just 2 or 3. Take field trips that involve going outside the classroom
Question: What is Autism to you? What advice would you give to other parents?
Parent of 8yr old:
Not a disability but more like a different opportunity.
My advice to them is to have Patience, Patience, Patience ,come up for air and make the best out it
Parent of 14yr old:
It limits them to not be able to do normal things.
My advice to them is don’t lose faith, have patience, don’t be ashamed of them and give them as much love and support and never forget to tell them that you love them
Parent of 26yr old:
Embrace this as an ability.
My advice to them to get deeply involved ,be willing to learn new techniques and make this experience fun
Autistic Individual:
I am just like everyone else and I just have a different way of processing information.
Unification is a key component, Parents intentions should be in accordance to their “why”
Design Development
From my primary research, I was able to develop an idea in creating a platform that will help bridge the three groups to help create a more unified educational plan, while discovering their abilities.
Target Audience
Autistic Individuals (Grades 6-12)
↳Parents
↳Teachers
↳Counselors
Goal:
⟶Provide a bridge of communication for teachers,therapist, and parents
⟶ Provides more methods to personalize each students needs
⟶ Nurture their abilities and prepare the Autistic individual for their future
COUNSELOR
TEACHERS
PARENTS
AUTISTIC
INDIVIDUALS
Wireframes
For the development of my wireframes, I wanted to have as much information as I can to inform my audience about the child’s progress and the where they need improvement.
I wanted to show as well their abilities in which the teachers or the counselors could help guide and nurture those strengths and apply them to their routine or treatment.
So when in development I created this for the parents to be the main administrator of the child, that way they can update the information and add as many teachers and counselors needed.
Digital Roughs
Using Adobe XD, I was able to transfer the sketches into digital works and what I did I wanted to use neutral colors so I can then figure out the layout of the website.
For my flow chart I was focused on the generic functions for multiple profiles which would be for parents, teachers, counselors and also including the autistic individual themselves.
For my color style guide, there was a case study (Grandgeorge, 2019) that showed that the tested ASD children from different age groups to see which colors there were more drawn to and in this case, green , red and blue were the strongest and more repetitive color that they were drawn towards.
As for my typeface, I wanted to go with a San serif to represent the more modern approach and created a friendly environment for the users when logging into the website.
Final Design
Objective
Create a platform to build a bridge of communication between the counselors, teachers and parents to create a unified course of treatment to help nurture their hidden abilities.
Goal
Allow teachers, therapist and parents to work side-by-side and personalize the therapies and sessions that each of the students may have that way they each have their own potential abilities and be able to work with their strength and potentially help them achieve their independent lifestyle.
