Designing Playful Activities to Promote Practice of Preposition Skills for Kids with ASD

Children with autism spectrum disorder and other developmental disorders tend to have difficulty in language and communication, especially in abstract language concepts like prepositions. Existing clinically used methods of conducting therapy are difficult to conduct at home. In this paper, we try to show the design and process to translate an existing therapy technique into a playful activity for children with ASD to practice prepositions. The design is generated through a deductive process and was based in theory and expert evaluation. The aim is to increase overall compliance by making the therapy activity more playful and fun.