Brooke Morris
University of Bristol, Bristol, United Kingdom
Social play supports children to develop essential life skills and foster friendships. However, autistic and non-autistic children often do not have equal opportunities to engage in social play. Previous research to improve these opportunities tends to invoke social skill interventions solely for autistic children or is focused on designing for only one group, rather than considering the interactions or needs of all children in neurodiverse groups. In order to understand the different experiences of children during social play, we conducted interviews with 6 professionals who support neurodiverse social play and undertook observation sessions of 36 autistic and non-autistic children during unstructured social play. Our findings move beyond the existing characterizations of autistic social play and build upon the double empathy problem to capture and consider the needs of all children in neurodiverse playgroups. We argue these findings could be used to inform future neurodiverse social play technology design in HCI.
doi.org/10.1145/3613904.3642809
The ACM CHI Conference on Human Factors in Computing Systems (https://chi2024.acm.org/)