An Interactive Play Environment on Mathematics and Cognitive Training with Behavioral Tracking for Children with Autism Individuals with autism spectrum disorder (ASD) have atypical cognitive behaviors, including impairment of social interaction, communication, and intellectual deficit; effective intervention from behavioral and educational approaches have demonstrated effective and adopted at home and schools. s. A number of tablet applications are available to children with autism for practicing mathematical and cognitive skills, yet few of them provide behavioral data of users for health professionals to monitor their progress for personalized training accordingly which motivated our design. Specifically, we developed a tabletbased math game to strengthen the capabilities of mathematics and cognition for children with autism. It provides several basic math practices on counting, recognition, and measurements in the form of a game which increases childrenu0027s acceptance and encourages their engagement. It lessens the burden of special education teachers from repeatedly teaching mathematical and cognitive knowledge, which we observed during our multiple field visits. The application can record all user interaction and stored as the behavioral data on which intelligent behavioral modeling can be performed for health professionals. In addition, application use is not restricted in schools which thus offers children continuous opportunities to practice these skills after class.

No Touch Pig!: Investigating ChildParent Use of a System for Training Executive Function Strengthening early executive function (EF) skills has the potential to improve an individualu0027s quality of life throughout their lifetime, a fact that has led to many EFtraining suites. In this work, we empirically investigate how children and parents engaged with Cookie Monsteru0027s Challenge (CMC), a tablet game designed to train EF in preschoolers. Through analysis of childparent coplay with CMC, we describe childrenu0027s and parentsu0027 thematic behaviors, documenting their effective and ineffective strategies for engaging with the game, particularly when it challenged childrenu0027s EF skills. We further show that these behaviors led to a small but significant shortterm increase in an unrelated EF task. Drawing on these patterns of interaction, we propose design directions for EF training interfaces, such as increasing contextual relevance and specific forms of scaffolding. Our work is the first illustration of how preschoolers exercise their EF and inhibitory control by collaboratively using a commercial tablet app together with a parent.