International Journal of Informatics Society, VOL.12, NO.1 (2020) 49-58

49

Regular Paper

Implementation and Evaluation of Prompting Changeover Systemfrom Repetitive Behavior
Yuya Miyawaki† and Katsuhiko Kaji††

Aichi Institute of Technology
1247 Yachigusa, Yakusa, Toyota, Aichi, 470-0392 Japanb18726bb@aitech.ac.jp
Abstract - Children with developmental disorder have more
difﬁculty engaging in changeover behavior than children without such disorders. Since this characteristic will be morecritical as they grow and become adults, prompting changeover behavior is very important. When supporting promptingchangeover, reducing the load on them and their supporters is
also required. We developed support equipment and veriﬁed
its effectiveness to provide assistance that prompts changeover by voice and vibrations. The supporters operate our support device when a changeover is required. The changeover
support is done based on the target object of the repetitive
behavior. Therefore, since children with developmental disorders feel that the target object of the repetitive behavior isitself providing the support, they will respond to the promptof the changeover support. We analyzed the effect of support in a case where changeover support was implemented
continuously and veriﬁed it by continuing to prompt changeover support at the children’s home with them and recording
their progress. We video-recorded their emotional state withthe supporter who also evaluated our device. The prompting changeover success rate improved with repeated support.
However, it might decrease due to changes in their physicalcondition. We conclude that our proposed support provides
effective changeover support for repetitive behavior.
Keywords: Children with developmental disorder, Repetitive behavior, Changeover support, Support device

1 INTRODUCTION
Children with developmental disorders have more difﬁculty
doing changeover behavior than children without them [1].
This is a major issue for children with developmental disabilities as they become adults and join society [2]. Such children
must learn changeover behaviors to live productive lives. The
load on supporters during changeover support is another major issue [3]. Many supporters want to reduce their load andseek mental support. Based on this background, we reduced
the changeover support load for both the beneﬁt of children
with developmental disabilities and their supporters.
This research proposes a device and support method thatprovides changeover support for developmental disabled children by voice and vibrations (Fig. 1). We implemented our
proposed support and veriﬁed its effects. In our proposed support, a supporter operates a device when the target child must
make a changeover. The device is installed on the child’s tar-

Figure 1: Support system outline
get object. The device supports speech, vibrations, etc. basedon its particular operation. The target child experiences the
support from the target object. In other words, we provide
support from within the repetitive behavior space1 .
We designed a support device and implemented a prototype to achieve our proposed support. The prototype provided
three kinds of support: vibration, speech, and operation. First,
vibration support gives a moving stimulation through the target object that is held or worn by the target child. Thus, thetarget child knows when the changeover support will begin.
Second, speech support is generated from the target object
and provides two types of changeover voice support: preparatory and parental voices. Third, operation support is provided
so that the target child can understand the changeover support
mechanism. To that end, the supporter directly manipulates
the target object to overwrite the existing operation on thetarget object. This enables the target child to understand the
support.
We veriﬁed our system to determine whether the prototype
provides support. A family with a special needs child cooperated in our study and we video-recorded the child’s performance with the supporter who also evaluated our system. We
analyzed the difﬁculties of the changeover behaviors, whichwere conducted continuously and evaluated the effectiveness1 Repetitive behavior space is the target child’s recognition space during
repetitive behavior.

ISSN1883-4566 © 2020 - Informatics Society and the authors. All rights reserved.

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Y. Miyawaki et al. / Implementation and Evaluation of Prompting Changeover System from Repetitive Behaviorof our system using the analysis data.

Table 1: Hearing and observation survey
Location
Repetitive behavior
Home
Watching on DVD player
Watching on a mobile DVD player
Reading a magazine
OutingWatching on mobile DVD player
Supporter sings
Support facility A
Listen to CD player
Reading a magazine
Support facility A
Supporter singsOutingSupport facility B
Reading magazine
Support facility C
Listening to CD player

2 RELATED WORKIn recent years, research on developmental disorders has
increased [4]–[6]. Although changeover support away fromobsessive behavior is one basic type of support [7], unfortunately, few studies have addressed it. Direct support using
voice and gestures is common.
However, if the changeover support does not work very
well, the burden falls on the supporter [8], [9]. In addition,smooth behavior in a group might be hindered. Therefore,
in the research on changeover support, effective methods thatprovide general direct support and ways of creating ideal environments for changeover support have been discussed [10]:in other words, making successful prompts. Little research
has focused on ”what to do.”In addition, prompting tools have been developed, for example, a support device that offers an auxiliary role for intentional transmission. Support devices that use visual information, which are typically represented by picture cards, andsupport devices that use such aural information as voice, arestarting to be used in some ﬁelds.

2.1 Related Support Method
Support exists that matches the environment to the target
child [11]. For example, the child’s supporter waits until theenvironment and the target child’s mindset can be switched.
In this way, the supporter acts in coordination with the target
child who can live based on his or her own ideal situation.
Therefore, such support beneﬁts the target child. On the contrary, forced changeover behavior increases the stress on thetarget child and strengthens the attachment to the obsessive
behavior.
Other support prepares the target child’s engagement in theactivity [12]. In this support, the child must act base on aschedule. A schedule table or timetable combined with picture cards should be set in front of the target child to reduce
the anxiety of the changeover behavior. The schedule also
prompts self-directed changeover behavior. However, due tothe support for changeover based on the situation, it is impossible to act based on the surrounding situation. Therefore, thetarget child cannot accomplish collective action.
Voice support establishes changeover behavior by a repeatedvoice, for example, providing preliminary preparation for an
imminent changeover. Voice support does not just denote thatsuch sound is required. Timing and voice strength are also
important.

2.2 Related Support Device
Support devices for communication using voice also exist[13]. Speech recognition can be achieved using such a support
device for children who can’t speak very well [14].
Such recognition enables the voice-based indication of theintention of the target children who want to communicate but
can’t speak well. The target child operates a device in which
the supporter’s voice was recorded in advance and emits audio that transmits the target child’s intention to the supporterby voice. The supporter can also communicate through thehand of the target child who holds the device. In other words,
the support device can actively communicate the supporter’s
intention 2 .
For digital devices, systems have been proposed that extend conventional support using tablets and PCs [15]. Using
digital devices can signiﬁcantly reduce the cost of producing individual tools, which is a problem with conventional
support. This step will also reduce the burden on supporters.
Unfortunately, many target children can’t use digital devices
because they have difﬁculty correctly inputting commands orthey don’t know which icons to touch. Supporters might also
not be familiar with advanced technology. They might also
have trouble making settings.

3

REPETITIVE BEHAVIOR FOR
CHILDLEN WITH DEVELOMENTALDISORDER

The repetitive behaviors of children with developmental
disorders are signiﬁcantly different from those of children
without them, especially in the time, period, and attachment
force that occur. Children with developmental disorders show
a marked attachment to certain items or situations. They neverwant to relinquish them, which causes repetitive behavior.
Repetitive behavior is associated with place. However, thetarget child only changes the repetitive behavior based on theplace. In other words, the essence of repetitive behavior does
not change. Table 1 shows the results of interviews with collaborators in this study. From interview surveys, we identiﬁed behaviors where children repeatedly looked at a particular scene in a video or listened to a particular piece of themusic. Repetitive behavior changes depending on the place.
However, the behavior of playing videos, listening to music,
and reading does not change. In other words, some acoustic
or visual stimuli are repetitive behaviors.
Since the changeover from repetitive behavior is stressful
for children with developmental disorders, they have difﬁculty changing. One major obstacle has been identiﬁed in
the performance of children with developmental disorders andthose without them. In addition, the group life of children
2 Current support includes a type that allows children to choose cards andintentional communication by pointing.

International Journal of Informatics Society, VOL.12, NO.1 (2020) 49-58

with developmental disabilities is extremely difﬁcult due totheir repetitive behavior. Therefore, since they can’t copewith their environment because it fails to match their feelings, they can’t digest sudden schedule changes. Compulsory changeover to adjust to the surrounding situation causes
a great deal of stress on the target child. As a result, he
may engage in self-harm or hurt others. Forced changeover
supports counterproductive effects. To reduce such stress, it
is important to spontaneously prompt the child to make thechangeover.
The following are supports that promote conventional changeover action: using picture cards; using timers and watches;using voice overs. Such support is provided at homes andschools for children with developmental disabilities and afterschool services. In the support by picture cards, a picture
card shows the next action. By focusing on the target childbefore the action or the changeover, we can make image theaction after the changeover and promote changeover behavior. A timer or a clock can provide support by announcing
the changeover time. The target child can imagine how muchof their own behavior they can do later to promote changeover behavior. Before a switch is made, the voice support
announces: ”It will soon be time to make a changeover.” We
can immediately create an image that changes the child’s target and encourage the changeover behavior. Critically, thesetypes of support should be used to gradually increase actions
that the target child can do but dislikes. In other words, ourmethod avoids compelling responses from target children andmaking them feel bad. Such behaviors must only be increased
with activities the target child wants to do but can’t.
However, children with developmental disorders only concentrate on objects of interest. Therefore, often support fromthe surrounding people is not transmitted. The following support is provided, but it is stressful for children with developmental disorders. One example is support between the objectsof interest and children with developmental disorders: physically separate the objects and children with developmental
disorders. Stop the operation. In addition, attachment to asupporter may occur. Such attachment to a supporter mightturn him/her into a favorite, and they decide they prefer support from that supporter and not from the others. Hence, they
only accept support from their favorite supporter.

4 CHANGEOVER PROMOTION SYSTEMFROM REPETITIVE BEHAVIOR
Our proposed system provides the following support, asshown in Fig. 1. The target child concentrates on his target object. Perhaps the assistance from the surrounding supporters will not be accepted. In this research, the target child’s
recognition range is deﬁned as the Repetitive Behavior Space.
This space is conceptual and varies in scope and size depending on the target child. A support device is attached the child’s
target device to provide support to the objects of choice. The
supporters beneﬁt the target child using remote control equipment outside of the Repetitive Behavior Space. Our changeover promotion system generates voice and vibrations to support the target child who can recognize whether the target

51

object itself is vibrating or speaking. This enables support
from inside the Repetitive Behavior Space that is expected toencourage changeover behavior. Even if the support personchanges, the voice support from the object of attention does
not change. This resolves the issue of attachment to a particular supporter.
The following is the support order of our proposed systemthat promotes changeover behavior. The vibration support device is activated, and it notiﬁes the target child at the beginning of the changeover behavior. The voice support device isactivated to prompt the child to prepare for a changeover. The
operation support device is activated to orally state the action.
Actions can be associated with states. To realize this kind of
support, we designed a device as shown in the Fig. 2.

4.1

Vibration Support Device

The vibration support device generates vibrations on thetarget object of interest to inform the target child of the support. Since this support uses vibrations, the target child must
be touching the target object to receive support. When not
making contact, an object must be used that is in contact withan item that is related to repetitive behaviors.
The supporter starts the device before beginning the support. After activation, the vibration motor attached to the vibration support device is turned on, and the object of interestor the related object to which the device is attached vibrates.
This vibration stimulates the target child’s skin because we
expect an action that simpliﬁes responding to the stimuli due
to poor hearing.

4.2

Voice Support Device

The speech support system provides support using speechfrom the target object. The audio attached to the object ofinterest plays back a sound that can facilitate the changeover.
We chose the same voice used at homes and educational settings based on our assumptions that it would be effective.
When the target child is notiﬁed by vibration support, support is provided using this device. The assistant starts thevoice support device, which reproduces a voice registered inadvance. Since the sound is reproduced from the target object,
the target child recognizes that target object itself is speaking.
Support is provided from the target object enjoyed by the target child. We believe that this support will have the same
effect as support provided by a favorite supporter.

4.3

Operation Support Device

The operation support device enhances the effect of our
proposed system by controlling the target object’s power sothat operational control cannot be relinquished to the target
child. This device is not intended to be used continuously.
In other words, we only assumed its use at the initial stageof support. This device is only effective when the object ofinterest runs on electricity.
It controls the actual operation with the voice support device. Since the changes in the target might simplify the target
child’s understanding, changeover actions are only promoted
by voice support.

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4.4 Implementations for Home Applications
Three devices are controlled by a remote-control device,
which wirelessly controls the device. Its operation must be
simple so that the supporter who uses the support device cando so easily. For practical operation of our proposed system,
the devices are linked by the implementation and home environments.
We conducted interview surveys and observed the homeenvironments of the families from whom we obtained priorconsent for cooperation with our research. Based on the information obtained from the household environment, the interview surveys, and home observations, we tailored our equipment to the living environment of the target child. Since targetof the basic commitment at home was watching DVDs, we installed our equipment on a DVD and attached our equipment
to it.
Based on a preliminary survey, the child’s attention behavior was performed for the following period: 1) from waking
up to going to school and 2) from returning home to taking abath.
At home, in addition to watching a DVD, viewing on a mobile DVD player was also possible. Changeover behavior isclassiﬁed as not continuable or continuable. Not continuablechangeover is deﬁned as changeover behavior that can’t continue the repetitive behavior after the changeover (Fig. 3).
Such changeover behavior is completely separated from thetarget object. Continuable changeover is deﬁned as changeover behavior where the repetitive behavior can continue after
changeover (Fig. 4).
One item that the target child must have during the selective
actions is the DVD remote control. We attached a vibration
support device to the remote control so that it could always
be used during playback. We attached a small device to theremote control to reduce the risk of inconvenience when using
it. Figure5 shows the remote control to which we attached ourmounted device. The vibration support device was attached tothe back of the remote control for the target object. Since thedevice is controlled by an infrared signal, we designed it sothat the light receiver can’t be hidden when the target child
carries it.
The target child’s repetitive behavior is watching DVDs. In
this experiment, we deﬁned the obsessed object as the objectof repetitive behaviors. Therefore, the target object in this example is the TV screen. The voice support device needs to beinstalled around it so that the sound can be heard. The home
appliance control support device needs to be installed aroundthe output cable of the DVD player. We integrated the voice
support device and the home appliance control support device
next to the TV display. The target object’s power is drawn to
the device, and control is done using an infrared signal. The
voice support device also incorporates an independent control mechanism using a commercially available system andcontrols from a smartphone application. Figure6 shows theattached device, and Figure7 shows its installation.
The supporter operates each device at each changeover behavior. Basic operations are done using the infrared remotecontrol (Fig. 8) that was implemented in an easy-to-understandmanner using large operation instructions and colored but-

Table 2: Classiﬁcation of changeover behavior in childContinuableNot continuable
Favorable
Message
Unfriendly
Meal
Brushing teeth
Going out
Doing homework
Taking a bath
Voluntary Going to the bathroom
tons. By pressing the button, the infrared signal is emitted
to control the target device. The voice support device canrecord, register new assistance, and so on. Each operation is
performed using a smartphone application. Figure9 shows the
positional relationship introduced into an actual environment.
The vibration support device is held by the target child.

5

VERIFICATION OF EFFECT BY
SUPPORT FROM THE TARGET OBJECT

Our proposed system provided continuous support with thecooperation of a female junior high school special support
school, a ﬁrst grader, and her family. This child does not talkwith others. However, she can understand the voices of her
supporters to some extent. Communication from her is basedon gestures or pointing. When the child is engaged in repetitive behavior, she tends to prioritize the repetitive behavior
over the voices of the surrounding supporters. Therefore, inmany situations she cannot transition to the changeover behavior.
We recorded from March to September 2018. Spring andsummer breaks were included. The recording was mainly
done by the mother who was also a supporter at home, andwe did video recording on our visitation days. We observed
the changeover behaviors that occurred at home and classiﬁedthem with the supporters. The classiﬁcations are shown in Table 2. We predicted and classiﬁed the situations we observed
and determined whether the target child liked or disliked thechangeover behaviors itself. Since the changeover behavior
for going to the bathroom is a voluntary changeover, we did
not analyze it.
As shown in Table 2, we made two major classiﬁcations
based on the content of the changeover behavior. Not continuable changeover behavior is deﬁned as changeover behavior
that cannot be continued after the changeover. Since repetitive behavior can’t be continued after a changeover, we can’tchangeover a behavior even with such support such as the direct voice of supporters and gestures. Continuable changeover behavior is deﬁned as repetitive behavior that can continue after a changeover. In many cases, changeover behavior
can also be done by summoning the supporters. In addition,
the target child performs a changeover behavior based on theinformation of the sound of the voice support. However, there
was also a case where the changeover behavior differed fromthe content of the support. Therefore, the target child probably performed the changeover behavior by observing the surrounding situation based on the assistance of the voice support.
We propose support based on the timing of the occurrenceInternational Journal of Informatics Society, VOL.12, NO.1 (2020) 49-58

53

Figure 2: Support system detailed overview

Figure 3: Example of not continuable behavior (Dinner)of the daily changeover behaviors. The supporter operates
the support device based on the procedure. The supporter
observes and records the target child’s behavior. In the procedure, the voice support for the preparation of the target child’schangeover is implemented just before the occurrence timingof the changeover behavior. Here is an example of a voice
support: ”Please ﬁnish soon.” The voice’s content was decided in consultation with the support person based on thevoice usually heard at home.
At the early stage, the content was based on the usual practices at home. As the talking time increased, the child’s cooperation became more effective. In other words, by increasing
the number of sentences per utterance, we more effectively
prompted changeover behaviors. In the second half, the same

Figure 4: Example of continuable behavior (brushing teeth)
word is repeated twice or the name of the target child is spoken.
Commitment behavior in the home is performed intermittently from the time of getting up for school on weekdays,
going out (weekends and holidays), and returning home for abath. The target child watches his favorite DVD (Fig. 10). In
some cases, he watched on a mobile DVD player (Fig. 11).

5.1

Experiment Setting

In this experiment, we calculated the success rate of theprompting of the changeover behavior using our proposed
support. Then we analyzed its effectiveness. The successrate was based on situations where the target child did thechangeover behavior just based on reminders from the sup-54

Y. Miyawaki et al. / Implementation and Evaluation of Prompting Changeover System from Repetitive Behavior

Figure 5: Vibration support device
Figure 7: Support device installation diagram

Figure 8: Infrared remote control for basic operation
Figure 6: Integrated voice and operation support devices
port device. First, the support person operated the support
device for the changeover. Next the support person called out
to promote the changeover behavior. At this stage, the supporter was aware of and pretended to ignore the target childso that we can analyze the effect of the summoning support
from the support device. If no changeover behavior is seen inthis state, the strength of the support from the support person
is sequentially increased to promote changeover behaviors.
We increased the strength of the support in the following order: direct support from the supporter, gestures, stopping theobject of interest, and taking arms and guiding.
We recorded the extent of the increase of the support intensity in a ﬁve-step evaluation. Table 3 shows the successcriteria for the changeover behaviors. In the not continuable
behavior, a case where the behavior shown in the table 3 isperformed after the intention to end or end the sticking action
by itself is regarded as success. In the continuable behavior,
the continuable behavior is performed while continuing therepetitive behavior. Therefore, even if the repetitive behavior
is ongoing, if the behavior shown in the table 3 is performed,
it is successful. In addition to the changeover behavior results,
the target child’s daily situation was recorded and analyzed.
Figure12 shows an actual paper record of a target child. Our
analysis used these aggregated weekly data for Fig. 12.

performed using the average of the success rates for one week.
Each element represents a not continuable behavior and ancontinuable behavior, respectively. Each of the changeover
behaviors was also grouped and averaged.
The not continuable changeover behaviors can’t continue
the repetitive behavior after the changeovers. Therefore, thechangeover success rate is low. On the other hand, Continuable changeover behavior can continue the repetitive behavior after the changeover. So the target child easily made thechangeover. The data from March 25 and April 8 are missing
because the subject was sick and the proposed support was not
implemented. The success rate of the changeover behaviors
between the not continuable and continuable changeover behaviors ﬂuctuated. For example, since the target child’s physical condition did not improve in the week of May 27th, thetabulation end date where the changeover behavior successrate was signiﬁcantly reduced for both the not continuable andcontinuable changeover behaviors.
We focused on such changes in the physical condition andthe environment and analyzed their occurrence rates, the changes
in the environment, and the changes in the continuation of
support. Section 5.3 describes the transition of the changeover behavior success rate, Section 5.4 describes the changes
in the environment, and Section 5.5 describes the changes due
to continuous support.

5.3
5.2 Success Rate of Changeover Behavior by
Proposed Support
The graph obtained by aggregating the weekly changeover
behavior success rate based on our proposed support is shownin Fig. 13. The success rate varies greatly in a short time due
to factors such as physical condition. Therefore, analysis isTransition of Changeover Behavior
Success Rate

The success rates of the changeover behavior between the
not continuable and continuable changeover behaviors changed
depending on the physical condition of the target child. In theweek where the changeover behavior success rate decreased,
both the not continuable and the continuable changeover be-International Journal of Informatics Society, VOL.12, NO.1 (2020) 49-58

Figure 9: Positional relationship among support system, supporters, and target child55

Figure 11: Target child who watch DVDs by mobile DVD
playerFigure 10: Target child who watched DVDs
haviors decreased, and the rate increased in subsequent weeks.
The decrease factor is sensitive not only to the child’s physicalcondition but also to her environmental changes.
In the continuable changeover behavior, almost 100% wasmaintained in the week when the child had a good physicalcondition and a good environment. Therefore, for the continuable changeover behavior, we continue to propose support and establish the changeover behavior. However, if the
support person fails to show the toothbrush at the changeover
behavior for brushing the teeth 3 , the target child may exhibit
this behavior (the changeover behavior to the massage) anddirect her foot to the supporter (Fig. 14).

5.4 Change in Changeover Behavior Success
Rate due to Environmental Changes
A major change in the environment revolved around whether
to go to school. The experimental period included spring vacation from March 18 to April 8 and summer vacation from
July 22 to September 2. We conﬁrmed a decrease in thechangeover behavior success rate during both holidays.
The child’s waking-up time and bedtime changed because
the routine of going to school was interrupted. In addition,
3 The supporter has a toothbrush in his hand but does not show it to thetarget child.

Figure 12: Support situation record sheet
the decrease in the changeover behavior success rate that occurred early in the ﬁrst semester was probably affected by thechange in the support method at school due to a new teacher.
The changeover behavior success rate decreased based on suchenvironmental changes, and the changeover behavior successrate and changes in the living environment have a large relationship.

5.5

Change in Changeover Success Rate due
to Continuation of Support

Although the changeover behavior success rate ﬂuctuates
based on environmental changes and physical conditions, theappearance tendency tends to improve as a whole. This improvement trend shows better use of our continuous proposed
support. The decrease in the success rate due to environmental and physical condition factors can be judged by a comparison with the continuable changeover behavior, which isthe success rate at a normal 100%. In other words, except for

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Y. Miyawaki et al. / Implementation and Evaluation of Prompting Changeover System from Repetitive Behavior

Figure 13: Graph of changeover behavior success rate

Table 3: Achievement standard of goals
Changeover behavior Achievement standard
BreakfastMoving to the table and eating
DinnerMoving to the table and eating
Go outMoving to the door
Homework
Doing homework
Taking a bathMoving to the bathroom
MassagePutting feet on the supporters
Toothpaste
Turning head to supporter andlie down

Figure 14: Failure to brush teeth changeover behavior

the week when the changeover success rate of the continuablechangeover behavior decreased, the general tendency showed
an increase. The assistance with our continuous proposed
support is effective for successful changeover behaviors.
Before summer vacation, the changeover behaviors weresuccessful with a 60% probability. The incidence rate improved by about 40% in three months. Due to the environmental change of summer vacation, the emergence rate de-creased. If we can incorporate such environmental changes,
we expect a more stable changeover behavior success rate. If
our proposed support is used continuously and assistance isdone as such, the target child can expect better growth. We
believe that our support device is effective. The supporters
themselves also commented that the target children’s reactions improved.

5.6

Change in Supporter Burden

After the experiment, we investigated the burden on supporter. For this reason, supporter were interviewed. From theresults of interviews with supporters, the following are thefactors that reduce and increase the burden.

International Journal of Informatics Society, VOL.12, NO.1 (2020) 49-58

The burden reduction factors are as follows: I can help
when I am away from my child. Even at a position where myvoice could not normally be heard by the target child, support
was provided through the device. (However, it took about ayear to be fully responsive.) For the same reason, the same effect was felt even when the supporter could not speak due to acold or the like. The device changed the supporter’s feelings
for support. As a result, we were able to provide continuous
support. Changeover is now successful even if the supporterchanges. (Can change over with the support of her brother.)At ﬁrst, they did not respond without assistance from the subject. With continuous support, I became responsive when I
heard the sound.
The factors that increase the burden are as follows: Immediately after I started support, she responded with a rejection.
I bit myself and me.(About 2 to 3 months) The operation support device has reduced the number of DVD viewings. She
began to watch mobile DVDs that could not be controlled by
the device. She started watching DVDs in her favorite room,
and I could no longer monitor her. (However, watching mobile DVDs has increased her mobility. We think that her stress
was reduced by this.) I make a mistake in operation the device. There is a bias in the devices that can be controlled.
Therefore, the target child can escape to another repetitive
behavior. For example, she changed from a DVD player to amobile DVD player.

6 CONCLUSION
We reduced the burden on both the target child and the supporters during changeover behavior from obsessive behavior
and obtained spontaneous changeover behavior. The earlystage not continuable changeover behavior is not practicalbecause the changeover behavior success rate is low. However, continuous support was maintained, and we eventuallyachieved an emergence rate of 60%, proving that this support
is effective. On the other hand, a 100% success rate can be
maintained in continuable changeover behaviors. We believethat our process has advanced to a practical stage.
In the future, we will provide more continuous support andinvestigate how long it can improve the success rate in accordance with environmental changes and physical conditions.
We must also analyze the problems of our proposed support
based on the situation and changes of the target child and investigate whether a signiﬁcant adverse effect exists.
We haven’t considered the burden on supporters yet. Therefore, we must implement a new support device that can automate operations and support with a low load. However, we received the following comments from a supporter. ”Using thedevice as a trigger for changeover behavior allowed smoothchangeover behavior.” ”Although at times using the device
was burdensome, it switched my feelings. ”The child asked
to use the device.” In other words, using the device itself is aburden. However, the support environment was improved by
the device. Currently, control is done by a smartphone. We
can achieve operation with less burden by implementing control with physical buttons that can be operated immediately,
automatic voice call support based on the situation of the target child, and semi-automatic trigger call support, etc. We

57

must also devise equivalent support in multiple places to copewith the target child’s movement in the room and a smaller
device that can cope with changes in the target object.

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(Received October 31, 2019)(Revised January 05, 2020)

Yuya Miyawaki is a graduate student at the Aichi
Institute of Technology. His current research focuses on support methods for children with developmental disabilities as well as the supporters ofsuch children. He is also interested in support
methods for challenged children.

Katsuhiko Kaji received a Ph. D. in information
science from Nagoya University in 2007. He became a RA at the NTT Communication Science
Laboratories in 2007 and an assistant professor at
Nagoya University in 2010. He has been an associate professor of the Faculty of Information Science, Aichi Institute of Technology since 2015.
His research interests include indoor positioning
and remote interaction. He is a member of IPSJ
and JSSST.