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From Behavioral and Communication Intervention to Interaction Design: User Perspectives from Clinicians

Du, Y; Boyd, L; Ibrahim, S; (2018) From Behavioral and Communication Intervention to Interaction Design: User Perspectives from Clinicians. In: (Proceedings) 20th ACM SIGACCESS International Conference on Computers and Accessibility (ASSETS). (pp. pp. 198-202). ACM Green open access

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Abstract

To improve functional communication and behavioral management, many children with disabilities receive behavioral and communication-related intervention from professionals such as behavioral analysts and speech and language therapists. This paper presents user perspectives from three clinicians who have used and/or designed assistive technology with children with disabilities, and calls for researchers to recognize and leverage clinicians' knowledge to design accessible technology for children with complex sensory and communication needs.

Type: Proceedings paper
Title: From Behavioral and Communication Intervention to Interaction Design: User Perspectives from Clinicians
Event: 20th ACM SIGACCESS International Conference on Computers and Accessibility (ASSETS)
Location: Galway, IRELAND
Dates: 22 October 2018 - 24 October 2018
Open access status: An open access version is available from UCL Discovery
DOI: 10.1145/3234695.3241480
Publisher version: https://dl.acm.org/doi/10.1145/3234695.3241480
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Science & Technology, Technology, Computer Science, Hardware & Architecture, Computer Science, Interdisciplinary Applications, Computer Science, Software Engineering, Computer Science, DIGITAL TECHNOLOGY, SOCIAL MEDIA, CHILDREN
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10121555
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