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ECHOES is an ESRC/EPSRC small project within the TLRP initiative which aims to establish the interdisciplinary foundation necessary to investigate the impact on learning of young school children's language usage during collaborative task performance with other autonomous agents. The project will determine the appropriate scope of the research, the resources required, and the expertise necessary to conduct the investigation. The focus will be on children between 4 and 10 years and children with Asperger syndrome. The long-term aim of the project is to specify a large-scale project aimed at developing computer technology for

  • (1) providing children with an opportunity to explore issues arising during language use in social interactions and

  • (2) providing researchers with tools for investigating the relationship between children's social and communication skills and their learning.

The project aims to bring together researchers from various disciplines in order to provide an integrated view on the research needed to realise the computer technology required.

Large Proposal

Background/Justification (Everyone)

Objective (A): Interactive Tasks (Thusha, Wendy, Karen, Annalu)

Objective (B): Methodolody (Judith, Wendy)

Objective (C): Implementation (Tim, Olly, Judith, Annalu)

Objective (D): Evaluation (Karen, Wendy, Annalu, Helen, Thusha)

Organisation of work (Helen + TEAM)


Outline Proposal


Workplan (Helen + everyone)

* ESCHOESIInoteslevels.doc: Thusha's doc on levels and development

Minutes and Slides



TEL Capacity Building notes

Compendium Maps Meeting 2

Compendium Maps Meeting 3

On-line questionnaire







Areas of Expertise and Responsibilities

Literature Review

Please note that all are responsible for different aspects of the literature review. However, to facilitate the writing process we have identified coordinators who will be in charge of specific areas. Please remember:

1. To upload an accompanying paper description (based on the template found in the link below) for every paper you put in the repository.

Template and bibliography

2. Follow the convention for naming the papers. For example Picard1997 would be the name for the paper published by Rosalind Picard in 1997. Use YEARa, YEARb, etc when there is more than one publication in the same year for the same author.

1. Theories of Autism - Coordinator: Karen

Theory of Mind (Karen and Nicola)

Executive functioning (Karen)

Central coherence (Karen)

Intersubjectivity (Karen)

Monotropism (Wendy) (Karen)

Visual Attention (Tim)

ASD and sensory issues (Wendy)

Interaction with other cognitive and physical impairments (Annalu)

2. Social Interaction - Coordinator: Kaska

Intentionality (Kaska)(Genaro)

Communication (Kaska)(Oliver) (Annalu)


Interactional focus, reciprocity, turn-taking, mirroring (Helen/Tim)

3. Educational Intervention [Autism] - Coordinator: Nicola

cultural interpreters to enable and help (educational interventions) (Karen)

Teaching learning and pedagogy (Nicola)(Karen)


ICT (Wendy)

4. Educational Intervention [TD] - Coordinator: Helen

Teaching learning and pedagogy (Kaska)

Collaboration (Nicola)

ICT (Judith/Kaska/Helen)

Intersubjectivity - Vygotsky (Genaro)

5. Methodology - Coordinator: Judith

Participatory (Wendy)

User-centred design(Judith)

6. Affect - Coordinator: Genaro

Recognition of emotions (Nicola)(Tim/Kaska/Helen)

Motivation (Genaro)(Tim/Kaska/Helen)

Affective (perception/selfperception) (Genaro)

7. Nature of the Environment - Coordinator: Wendy

Multimodal interfaces (Oliver)

Embodied user interfaces/agent (Judith/Wendy)

Tangible interfaces (Wendy)

Locative media (Wendy)

Video games design by children(Judith)

Narratives (Genaro/Judith/Tim)

Eye tracking (Tim)

Biometrics (Tim/Helen)

Natural Language Dialogue (Oliver/Kaska)

accessibility and AAC (Annalu)

Affective and Cognitive modelling (Genaro/Helen/Kaska)

Papers not found at LKL (can anyone get these papers please?)

Adams L.; Gouvousis A.; VanLue M.; Waldron C. (2004), Social Story Intervention: Improving Communication Skills in a Child with an Autism Spectrum Disorder. Focus on Autism and Other Developmental Disabilities, Volume 19, Number 2, 1 June 2004, pp. 87-94(8)

Barry L.M.; Burlew S.B. (2004), Using Social Stories to Teach Choice and Play Skills to Children with Autism. Focus on Autism and Other Developmental Disabilities, Volume 19, Number 1, 1 March 2004, pp. 45-51(7)

Bruner, J. and Kalmar, D. A. (1998), 'Narrative and metanarrative in the construction of self', in Self-Awareness: Its Nature and Development, ed. M. Ferrari and R. J. Sternberg (New York: Guilford Press), pp. 308-331.

Dapretto, M., Davies, M. et al. (2006). Understanding emotions in others: mirror neuron dysfunction in children with autism spectrum disorders. Natural Neurosciences 9(1): 28-30.

Delano, Monica; Snell, Martha E. (2006) The Effects of Social Stories on the Social Engagement of Children with Autism. Journal of Positive Behavior Interventions 8 (1): 29-42

Leekam S., Baron-Cohen, S., Perrett, D. & Milders, M. 1997. Eye-direction detection: A dissociation between geometric and joint attention skills in autism. British Journal of Developmental Psychology 15: 77-95.

Minshew, N and Goldstein, (1998) Autism as a disorder of complex information processing. Mental Retardation and Developmental Disabilities Research Reviews 4(2): 129-136

Sansosti, Frank J.; Powell-Smith, Kelly A. (2006) Using Social Stories to Improve the Social Behavior of Children With Asperger Syndrome. Journal of Positive Behavior Interventions. 8 (1): 43-57

Relevant books

Beyer, J. and Gammeltoft, L. (2000) Autism and play, Jessica Kingsley Publishers, London

Hobson, P. (2002). The Cradle of Thought: Exploring the Origins of Thinking. New York, Oxford University Press.

Moor, J (2002) Playing, Laughing and Learning with Children on the Autism Spectrum: A Practical Resource of Play Ideas for Parents and Carers, Jessica Kingsley Publishers, London

Sherratt, D. & Peter, M. (2002) The Development of Play and Drama in Children with Autistic Spectrum Disorders. London: David Fulton Publishers.

Singer, D. G., & Singer, J. L. (1992). The house of make-believe. Cambridge, MA: Harvard University Press. Singer, D.G. & Singer, J. L. (Eds.) (2001)


Oliver Thoughts

Oliver and Annalu Thoughts after meeting 3

Nature of Technology




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  • Ponnetetal2008.pdf: Social situations with better structure enable better autistic performance (dynamic vs static tasks argument)

  • Lordetal2005.pdf: Social situations with better structure enable better autistic performance (dynamic vs static tasks argument)

Topic attachments
I Attachment Action Size Date Who Comment
docdoc ESCHOESIInoteslevels.doc manage 220.5 K 07 Nov 2007 - 10:28 Main.v1trajen Thusha's doc on levels and development
pdfpdf Karatekin2007.pdf manage 1653.7 K 08 Nov 2007 - 16:36 Main.v1trajen Eye tracking in children, review paper Karatekin (2007)
pdfpdf Lordetal2005.pdf manage 257.8 K 30 May 2008 - 09:14 Main.v1trajen Methods overview for evaluating psychosocial interventions
pdfpdf Ponnetetal2008.pdf manage 249.0 K 16 May 2008 - 11:48 Main.v1trajen Social situations with better structure enable better autistic performance (dynamic vs static tasks argument)
pdfpdf Rogersetal2008.pdf manage 191.6 K 16 May 2008 - 11:45 Main.v1trajen Deferred and imitation paper in children with autism
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Topic revision: r45 - 30 May 2008 - 09:12:18 - Main.v1trajen
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