Abstract
This paper presents and reflects on how Grounded Theory Methods (GTM) have enabled the construction of a conceptual framework for social story interventions, with the aim of informing the design of an authoring tool to support practitioners in developing social stories. Social stories are broadly used to enhance social interaction in children with Autistic Spectrum Conditions (ASC). The paper focuses on methodological issues rather than the outcomes. Five lessons have been drawn out with the intention of providing a guide for those who intend to apply GTM in order to inform the design of computer-based educational tools for ASC.
Original language | English |
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Title of host publication | BCS-HCI 2014 Proceedings of the 28th International BCS Human Computer Interaction Conference, Southport, UK, 9-12 September 2014 |
Number of pages | 6 |
DOIs | |
Publication status | Published - 2014 |