Using a multi-faceted lens encompassing both national and neurodiversity culture, this work investigates the societal and infrastructure barriers faced by autism families in Panama to acquire healthcare and community resources. Inspired by the traditions of storytelling in Panamanian culture and educational pedagogy, we inquire into the role of storytelling in Panamanian autism families and explore the potential value and concerns of an envisioned storytelling mobile app. We conducted interviews with eight mothers of autistic individuals to understand the resources challenges of Panamanian families', their adaptive practices, and the role of storytelling in their daily lives. We found that families cultivated community networks and neurodivergent-friendly experiences, including stories co-created by children and parents. Storytelling served as a multifaceted tool for communicating, scaffolding routines, and anticipating challenging situations. Based on research insights, we conceptualize the stories crafted and retold by Panamanian autism families as boundary objects that translate and transfer information within and between autism families. This paper presents an initial exploration into the value and design of a storytelling app that that goes beyond the traditional focus of educational, structured social stories to encompass autistic, culturally-embedded self-expression. Our work identifies promising research and design directions that support autistic-lead storytelling considering infrastructure constraints for potential AI-based storytelling capabilities.

Group composition can make or break a team.Despite learning science strategies for effective student teams, in practice, instructors and students often face uncertainty during teamwork.Our work aims to understand the goals of instructors and students in higher education during team formation, with an emphasis on students with social anxiety.We surveyed 34 students and 35 instructors in higher education, identifying four contributing factors of healthy teams: funds of knowledge, shared goals, common ground, and collaboration.We consider these factors in the proposed design of a group recommender system supporting team formation.

Social stigma negatively impacts the well-being of neurodivergent individuals. Specifically for autistic people, the social isolation and pressure to conform to normative ways of being can take a tremendous toll; such as a thwarted sense of belonging to the point of higher rates of suicide. Yet, few technologies are directly targeting the problem of stigma. Socio-technical systems have tremendous potential to shift public perception of traditionally marginalized populations. However, these systems are not consistently designed to reflect the values and needs of neurodivergent individuals. This work explores the use of design sprints to envision CT– a spectrum of technology that could reduce social stigma by increasing the public’s awareness, accommodations, acceptance, advocacy, and appreciation. This work reports on two design sprints across 25 HCI community members with varying lived experiences with neurodiversity and knowledge of design practice. The resulting design concepts were discussed in the groups and then analyzed to reflect on how they might combat stigma. Results reveal designs that support the freedom to be oneself via (1) safe spaces (2) public understanding, and (3) authentic expression of strengths, challenges, and needs.

For autistic individuals, navigating social and emotional interactions can be complex, often involving disproportionately high cognitive labor in contrast to neurotypical conversation partners. Through a novel approach to speculative co-design, autistic adults explored affective imaginaries — imagined futuristic technology interventions — to probe a provocative question: What if technology could translate emotions like it can translate spoken language? The resulting speculative prototype for an image-enabled emotion translator chat application included: (1) a visual system for representing personalized emotion taxonomies, and (2) a Wizard of Oz implementation of these taxonomies in a low-fidelity chat application. Although wary of technology that purports to understand emotions, autistic participants saw value in being able to deploy visual emotion taxonomies during chats with neurotypical conversation partners. This work shows that affective technology should enable users to: (1) curate encodings of emotions used in system artifacts, (2) enhance interactive emotional understanding, and (3) have agency over how and when to use emotion features.

During interpersonal interactions, conversational moves can help people establishcommon ground ---a shared frame of reference to support communication. Neurodiverse conversation dyads that include autistic and non-autistic members can experience challenges in creating and maintaining such a shared frame of reference due to differing communication and cognitive styles. We conducted a design study to understand conversational patterns among neurodiverse dyads and then used those patterns to co-design concepts for supporting the creation and maintenance of common ground by those conversation pairs. Our study involved two activities with participants: (1) a paired interview with autistic adults and a trusted conversation partner that used a novel swimlane visual elicitation activity, and (2) a remote design study during which the autistic participants designed a game intended to visualize and support neurodiverse conversation dynamics. We found that communication technology can scaffold neurodiverse dyads in locating common ground by supporting crucial individual and joint decision-making; clarification of language and emotions; and embodied sense-making of identity, relationships, and shared information. This project generated insights related to two distinct aspects of designing assistive Information and Communication Technology (ICT) to support autistic individuals: (1) the ability for visual elicitation activities to help autistic individuals recognize interaction patterns, gain a deeper understanding of other's perspectives, and imagine more desirable alternatives, and (2) the importance of recognizing and supporting multi-dimensional aspects of communication practices (i.e., social, emotional, sensory) in establishing and maintaining shared points of reference for neurodiverse conversation dyads.

One of the grand challenges of artificial intelligence and affective computing is for technology to become emotionally-aware and thus, more human-like. Modeling human emotions is particularly complicated when we consider the lived experiences of people who are on the autism spectrum. To understand the emotional experiences of autistic adults and their attitudes towards common representations of emotions, we deployed a context study as the first phase of a Grounded Design research project. Based on community observations and interviews, this work contributes empirical evidence of how the emotional experiences of autistic adults are entangled with social interactions as well as the processing of sensory inputs. We learned that (1) the emotional experiences of autistic adults are embodied and co-constructed within the context of physical environments, social relationships, and technology use, and (2) conventional approaches to visually representing emotion in affective education and computing systems fail to accurately represent the experiences and perceptions of autistic adults. We contribute a social-emotional-sensory design map to guide designers in creating more diverse and nuanced affective computing interfaces that are enriched by accounting for neurodivergent users.

Through an iterative design process using Wizard of Oz (WOz) prototypes, we designed a video calling application for people with Autism Spectrum Disorder. Our Video Calling for Autism prototype provided an Expressiveness Mirror that gave feedback to autistic people on how their facial expressions might be interpreted by their neurotypical conversation partners. This feedback was in the form of emojis representing six emotions and a bar indicating the amount of overall expressiveness demonstrated by the user. However, when we built a working prototype and conducted a user study with autistic participants, their negative feedback caused us to reconsider how our design process led to a prototype that they did not find useful. We reflect on the design challenges around developing AI technology for an autistic user population, how Wizard of Oz prototypes can be overly optimistic in representing AI-driven prototypes, how autistic research participants can respond differently to user experience prototypes of varying fidelity, and how designing for people with diverse abilities needs to include that population in the development process.

Autistic individuals engage in sense-making as they seek to better understand themselves and relate to others within a society formed by neuro-typical social norms. Our research examines the ways in which autistic individuals engage in sense-making activities about autism on Twitter. We collected autism-oriented Twitter conversations and Twitter user profiles data of people participating in those conversation. Our research contributes empirical evidence demonstrating that that autistic sense-making on Twitter is constituted by (1) engaging in dynamic discussions of life experiences, (2) countering stigma with actions of advocacy, and (3) enacting neuro-atypical social norms.

Video calling (VC) aims to create multi-modal, collaborative environments that are "just like being there." However, we found that autistic individuals, who exhibit atypical social and cognitive processing, may not share this goal. We interviewed autistic adults about their perceptions of VC compared to other computer- mediated communications (CMC) and face-to-face interactions. We developed a neurodiversity-sensitive model of CMC that describes how stressors such as sensory sensitivities, cognitive load, and anxiety, contribute to their preferences for CMC channels. We learned that they apply significant effort to construct coping strategies to support their sensory, cognitive, and social needs. These strategies include moderating their sensory inputs, creating mental models of conversation partners, and attempting to mask their autism by adopting neurotypical behaviors. Without effective strategies, interviewees experience more stress, have less capacity to interpret verbal and non-verbal cues, and feel less empowered to participate. Our findings reveal critical needs for autistic users. We suggest design opportunities to support their ability to comfortably use VC, and in doing so, point the way towards making VC more comfortable for all.

To successfully function within a team, students must develop a range of skills for communication, organization, and conflict resolution. For students on the autism spectrum, these skills mirror the social, communicative, and cognitive experiences that can often be challenging for these learners. Since instructors and students collaborate using a mix of technology, we investigated the technology needs of neurodiverse teams comprised of autistic and non-autistic students. We interviewed seven autistic students and five employees of disability services in higher education. Our analysis focused on technology stakeholder values, stages of small-group development, and Social Translucence -- a model for online collaboration highlighting principles of visibility, awareness, and accountability. Despite motivation to succeed, neurodiverse students have difficulty expressing individual differences and addressing team conflict. To support future design of technology for neurodiverse teams, we propose: (1) a design space and design concepts including collaborative and affective computing tools, and (2) extending Social Translucence to account for student and group identities.

In a neurodiverse team, such as one comprised of students with autism and neurotypical students, social interaction and cognitive styles differ. We used a Value-Sensitive Design (VSD) approach to explore the role of technology in supporting the diverse values of neurodiverse teams. We conducted interviews with higher education disability services staff, followed by interviews with students with autism. We analyzed the students' values using the Q-Methodology. We found that key values of students with autism are: freedom from stigma, individual comfort, social comfort, social connection, and team cohesion. Through a VSD technical investigation, we found that current collaboration and affective technologies focus on supporting social connection and team cohesion. However, these technologies tend to not enable tailoring the user experience for the individual comfort that can benefit autistic users.

A case study of early adopters of a head-mounted assistive device for low vision provides the basis for a sociotechnical analysis of technology-mediated sight. Our research complements recent work in HCI focused on designing, building, and evaluating the performance of assistive devices for low vision by highlighting psychosocial and adaptive aspects of digitally enhanced vision. Through a series of semi-structured interviews with users of the eSight 2.0 device and customer-facing employees of the eSight company, we sought to better understand the social and emotional impacts associated with adoption of this type of low-vision assistive technology. Four analytic themes emerged from our interviews: 1) assessing the value of assistive technology in real life, 2) negotiating social engagement, 3) boundaries of sight, and 4) attitudes toward and expectations of technology. We introduce the concept of multiplicities of vision to describe technology-mediated sight as being a form of skilled vision and neither fully-human nor fully-digital, but rather, assembled through a combination of social and technical affordances. We propose that instead of seeing low-vision users through a deficit model of sight, HCI designers have more to gain by viewing people with low vision as individuals with a distinct type of skilled vision that is both socially and technologically mediated.

Deploying novel technologies requires the coordinated efforts of the research team, research participants, and a variety of community members and project stakeholders. To ensure that the project is completed successfully, these disparate groups of people engage in articulation work, which is the meta-work that supports the use of collaborative systems. In this paper, we examine the articulation work surrounding the deployment of systems that have found limited long-term adoption: assistive technology. Specifically, we examine three research deployments of a collaborative game for children with autism. Analysis of the articulation work performed during these studies demonstrates how research deployments of technologies create conditions in which stakeholders must take on additional roles to make the deployment work. By understanding the articulation work surrounding deployment studies engendered in this role fluidity, we can improve both research design and the analysis of data emergent from these studies.

Users of wearable vision technology, such as eSight assistive eyewear, have a distinct relationship with sight influenced by personal, social, and cultural perceptions and practices. In order to better understand the ways in which vision is socially constructed through technology-mediated sight, we conducted qualitative, semi-structured interviews with 13 users of eSight glasses. Our interviews focused on eliciting narratives about eSight use from initial introduction of the technology to current daily practices. Emerging findings describe ways in which technology-mediated vision is experienced in relation to (1) adaptive practices, (2) social participation, (3) experiences of space, and (4) opportunities for choice and self-determination.

Social media is an increasingly important part of modern life. We investigate the use of and usability of Twitter by blind users, via a combination of surveys of blind Twitter users, large-scale analysis of tweets from and Twitter profiles of blind and sighted users, and analysis of tweets containing embedded imagery. While Twitter has traditionally been thought of as the most accessible social media platform for blind users, Twitter's increasing integration of image content and users' diverse uses for images have presented emergent accessibility challenges. Our findings illuminate the importance of the ability to use social media for people who are blind, while also highlighting the many challenges such media currently present this user base, including difficulty in creating profiles, in awareness of available features and settings, in controlling revelations of one's disability status, and in dealing with the increasing pervasiveness of image-based content. We propose changes that Twitter and other social platforms should make to promote fuller access to users with visual impairments.

Social media are a potentially valuable source of situational awareness information during crisis events. Consistently, "digital volunteers" and others are coming together to filter and process this data into usable resources, often coordinating their work within distributed online groups. However, current tools and practices are frequently unable to keep up with the speed and volume of incoming data during large events. Through contextual interviews with emergency response professionals and digital volunteers, this research examines the ad hoc, collaborative practices that have emerged to help process this data and outlines strategies for supporting and leveraging these efforts in future designs. We argue for solutions that align with current group values, work practices, volunteer motivations, and organizational structures, but also allow these groups to increase the scale and efficiency of their operations.

Many touch screens remain inaccessible to blind users, and those approaches to providing access that do exist offer minimal support for interacting with large touch screens or spatial data. In this paper, we introduce a set of three software-based access overlays intended to improve the accessibility of large touch screen interfaces, specifically interactive tabletops. Our access overlays are called edge projection, neighborhood browsing, and touch-and-speak. In a user study, 14 blind users compared access overlays to an implementation of Apple's VoiceOver screen reader. Our results show that two of our techniques were faster than VoiceOver, that participants correctly answered more questions about the screen's layout using our techniques, and that participants overwhelmingly preferred our techniques. We developed several applications demonstrating the use of access overlays, including an accessible map kiosk and an accessible board game.

This paper describes the impact of user research on the accessibility features of the Windows Vista operating system. Conducting user research for a complex and widely-used product requires assessing a wide-range of users, experiences, and an ecosystem of PC hardware and software. Our user research for Windows XP gave us a greater understanding of the user's selfperception of their abilities. We also uncovered three pivotal usability issues: awareness, discoverability, and learnability. To address these issues for Windows Vista, we iteratively researched the product while focusing on universal design. The impact of this research resulted in design changes to the following major accessibility areas: an enhanced entry-point, a recommendation process that maps user needs to relevant accessibility components, and enhanced features of Windows Speech Recognition.