Wednesday, February 16, 2011
Errors -_-
Appendix
7.0 Appendix
7.1 Why my goal is S.M.A.R.T
My goal, which is: for my personal project, I would like to make dolls that will help kids with autism develop is S.M.A.R.T because it is Specific. The reason my goal is specific is because it clearly explains how I’m going to help the kids with autism develop—which is by making dolls. My goal is also Measurable because in the end of the project, I can test my product by testing it on the kids with autism by observing how they describe each of the dolls. It is also Achievable because I have learned to make dolls in DT class in the previous years. My goal is also Realistic because it isn’t something I am not able to do. It also has a good time, because it’s not something I can’t do in the time given (see Activity plan).
7.2 Research Notes
STEP 1: TASK DEFINITION
Goal: To make character dolls that will help kids with autism develop.
Guiding Questions:
· What and how are you going to make the character dolls?
· Who are they (kids with autism)?
· How do you help kids with autism develop?
STEP 2&3: IDENTIFY THE INFORMATION REQUIREMENTS
| INFORMATION SEEKING STRATEGIES
| LOCATIONS & ACCESSING INFORMATION |
| Consider possible sources: reference books (encyclopedias, dictionaries, etc.), audio visuals (movies, videos, music, etc.), personal interviews, the internet, e-library. Indicated which source may be the best source and explain why. | Locate sources (Where will I find these sources?). List call numbers |
| Primary Sources:
* novels: House Rules by Jodi Picoult, The Mysterious Case of the Dog in the Night Time by Mark Haddon * magazine | Primary Sources:
* books: at home & school * novels: at home/school * magazine: at home
|
| Secondary Sources:
* Videos: youtube | Secondary Sources: * Library or at home * Home |
STEP 4: USE OF INFORMATION
Note Taking Form (show references in a bibliography using MLA)
| Sources
| Notes
|
| “Autism: What is Autism?” Child-Autism-Parent-Café. 15 July 2010. | * Autism is a person that has problems interacting with other people. They also avoid eye contact, don’t use hand-gestures, prefer to be alone and doesn’t understand how to be around other people. * Have problems communicating * Odd speech patterns * Doesn’t use imagination * Repetitive behaviors * Have unusual reactions to a certain sensory (such as: light, sound, fabric, etc) * Parents can tell that they’re autistic when they’re between 12-36 months old. * Late progress * Misses cues such as: “come here” * Can’t interpret other’s body languages. * Doesn’t like when they’re routines are changed |
| Soenaryo, Athalia. Personal interview. 15 June 2010. | * Try different textures to practice their censoring skills * You could put bean inside the doll so that it has more weight—to help them practice their censoring skills. |
| “Autism Toys – Toys for Children With Autism.” Autism Behavior Strategies. 10 Dec. 2010. | * Toys that could help kids with autism to focus more: squishy/texture balls, small light up toys, pin toys (the one where they’re feet in it), books that have different textures, puzzles |
| Khan, Roohi. “Best Learning Toys for Autistic Kids.” Bright Hub. 10 Dec. 2010. | * Toys for kids with autism are more than amusement. * Example: balls, trampolines, punching bags, building bricks, picture cards & books. |
| “What are the common characteristics for autism?” Child-Autism-Parent-Café. 15 July 2010. | Characteristics of autism: * Avoids eye-contact, doesn’t use hand gestures, prefer to be alone, doesn’t understand social cues * Have problems communicating: unusual or odd speech patterns, doesn’t like to pretend/imagine * May only be interested in one subject (for example: airplanes). * Prefer to be the same and organized |
| “Color and Emotion Association.” HubPages. 10 Dec. 2010. | Meanings of colors: * Pink: to make people less aggressive and anxious * Scarlet: desire, dramatic yet warm * Bright Red: dangerous, exciting, “loud” * Coral: wild, explosive, seems out of control * Orange: color of hazard (usually used for road signs) * Amber: mellow, comfortable but at the same time distinctive * Gold: power, joy and sunny feelings * Yellow: sharp and anxious * Lime: clean, fresh * Leaf Green: healthy, natural, secure * Sea Green: maturity * Emerald: brilliant, expensive * Teal: ancient, strong, free (also known as turquoise) * Cyan: intelligent, cold * Sky Blue: calm, true, honest * Dark Blue: moving, soulful * Violet: serious * Purple: grand, royal, majestic |
| “Down Syndrome Products.” The Sensory University. 10 Dec. 2010. | Example of toys for kids with autism: * Moody bands: for the kids to express their emotions * Sensory activity ball: to train their reactions to things * Sensory stimulation gears: a kind of lego set that has strong colors and textures to train their sensory fine motor skills. |
| Evans, Rachel. “10 Great Toys For an Autistic Child.” Ezine Articles. 19 Feb. 2007. 9 Aug. 2010. | Toys for autistic kids between age 3-7: * Paints/coloring: to express themselves in colors * Building blocks: building stacks can help them improve their motor skills. * Stories with repetition/rhyme: to develop their speech skills (example: Dr. Seuss). * Mix and match toys: to help improve their cognitive skills (example: match colors or numbers) * Toys that light up: good for visual stimulation Toys for autistic kids between age 8-12: * Calculator cash register: can help them to train their creativity and math skills * Musical toy instrument: help teach them creativity, sensory, motor and cognitive skills. * Picture books: can teach them imagination (example: I Spy) * Classical board games: improve social skills and it may also help them improve their cognitive and motor skills. (example: monopoly) * “Strech-Eze”: a toy that is ideal for stretching, exercise and making creative movements. |
| "Sensory Toys." Autism Toys, Educational Toys, Therapeutic Toys for Parents and Professionals at. 9 Aug. 2010. | * Sensory toys are toys that will help you to train your sense * It usually offer feedbacks: sound, light, movement, vibration, texture and pressure * It can help kids with autism to calm themselves down and it will slowly decrease their hyperactivity. |
| "Flickr: Jhoanna Monte's Photostream." Welcome to Flickr - Photo Sharing. 20 Aug. 2010. | * Examples of dolls—with special color/texture—to help the kids with autism train their censoring abilities |
| Holland, Larissa. “Free patterns and tutorial.” mmmcrafts. 27 Aug. 2010. | * Simple ways to make dolls using the sewing machine |
| Ashley, Susan. The Asperger's AnswerBook. Naperville, Illinois: Source, 2007. Print. | * There are a lot of types of disorders and AD (Asperger’s Disorder) is one of them. * They are usually sensitive to a special thing (such as: light), though they usually need something in order to stay calm when they’re about to burst out. |
| Attwood, Tony. Asperger's Syndrome. United States: Thomson-Shore, 2006. Print. | * They use a chart to know what they feel because most of the time they cannot express their emotions in a good/right way * There are a lot of tests to know whether you have asperger’s syndrome or not and one of them is using a rating scale. |
| "Toy Story." Get Creative Apr. 2010: 24-29. Print. | * Ideas about how I’m going to make the character dolls “You don’t have to be a child to love toys. Handmade dolls, critters, robots, monsters and more are on the increase in craft circles. Dolls have been collected by adults for a couple of centuries.” |
| Reynolds, Tammi. “How to Choose Toys for Autistic Children.” eHow. 10 Dec. 2010. | Steps to choose toys for autistic kids: 1. Observe the children (what appeals to them, etc) 2. See what their sensory needs are 3. Look for toys that could help them to train their sensory needs How the toys can be used: 1. Look for toys that have stimulation and texture to grab their attention 2. Basic games/toys can be useful to them as well 3. Getting messy (such as: using macaronis) can let the children to be okay with other textures 4. Musical instruments can train their language development 5. Sing-songs and musical activities to train their communication skills |
| “Sensory Toys.” Autism Superstore. 10 Dec. 2010. | Examples of toys for autistic kids: * Glitter bead ball * Touch and feel puzzle * Stretchy string * Touchable |
| “Sewing Techniques, Tutorials, Lessons, Videos, Photos – Learning Sewing.” BurdaStyle. 27 Aug. 2010. | Techniques: * Chain stitch * Measure textures * Sewing a cutout detail * Finger knitting * To thread a sewing machine |
| Softie Making: Resources for Making Handmade Softies. 20 Aug. 2010. | * Example of dolls * Sewing techniques: using the sewing machine * How to knit |
| “Toys for Autism.” The Sensory University. 10 Dec. 2010. < http://www.sensoryuniversity.com/category.sc?categoryId=18>. | Example of toys: * Balancing bars/board/egg * Sensory dolls: as a buddy to the kid |
| "Autism Toys, Educational Toys, Therapeutic Toys for Parents and Professionals at - Sensory."Autism Toys, Educational Toys, Therapeutic Toys for Parents and Professionals at. 27 Aug. 2010. | * Examples of sensory toys—inspirations |
| Haddon, Mark. The Curious Incident of the Dog in the Night-Time. United States of America: Doubleday, 2005. Print. | This novel is a story of a kid with Asperger that is trying to figure out who killed his neighbor’s dog. Throughout the book, the writer tells how he cope with what he found out and also how people react to his behaviors. |
| Picoult, Jodi. House Rules. United States of America: ATRIA, 2010. Print. | This novel is a story of a boy that has been accused of murder. In this story, he was a suspect because his behaviors (since he’s an Asperger). This story also tells about how he comes from a broken home family and how he tries to cope with the complications in his life. |
| Nugraha, Joshua Agung. Personal interview. 27 Sept. 2010. | * Kids with autism have unique behaviors but sometimes they have bigger IQs * They act like little kids, so sometimes its best for the family to have another smaller kids so the smaller kid can help him/her grow |
| YouTube - Rosie and Anna Make Chelsea Dolls. YouTube - Broadcast Yourself. Web. 27 Aug. 2010. | * How to make a simple stuffed doll |
| YouTube - How to Make an Ugly Doll. YouTube - Broadcast Yourself. Web. 27 Aug. 2010. | * How to make a simple stuffed doll |
| YouTube - How to Make an Ugly Doll. YouTube - Broadcast Yourself. Web. 27 Aug. 2010. | * How to make stuffed dolls (video) |
| Lusli, Mimi Mariani. Personal interview. 15 September 2010. | * Kids with autism have unique behaviors * One of their main problems is their sensitivity—which is to get used to the surroundings. It can be improved by using different textures and colors * Late growth |
| Louisia, Astrid. Personal interview. 15 September 2010. | * Sensitivity toys are toys that could help them to connect with other people easily. It could be trained by using dolls that have a sensory such as light, vibration, colors or textures. |
| “Safety Tips: Toys.” Au Pair in America. 10 Dec. 2010. | Toys safety: * Sharp edges: fragile materials can harm kids * Small parts: can be swollen * Loud noises: can shock the kids * Sharp points: can harm them * Propelled objects: can be turn into weapons by them * Electric toys: can electrocute kids * Wrong toy for the wrong age: not appropriate for the age range |
| “Doll Safety.” Product Safety Australia. 10 Dec. 2010. | * No small parts * Materials better be soft and flexible * Decorations perfectly attached * No sharp objects |
7.3 Explanation about different types of autism
| SYMPTOMS | TYPES OF AUTISM | |||
| Severe Autism | Moderate Autism | Mild Autism | Asperger’s Disorder | |
| Socialization | Not interested in others | Try to socialize when he/she needs a physical need | Okay with others only when approached | Will look for others only to talk, but not to listen |
| Communication | Use negative behavior | Use gestures | Responds only if approached | Will look for others for one-sided talking |
| Language | None or just repeating the same thing again and again | Repeats what their saying and a few words | Uses weird and odd words | Talks fluently, repetitive, literal and use probably a language we don’t normally use in daily life. |
| Peer Play | Doesn’t play with their peers | Doesn’t play with their peers | Sometimes play, but it usually doesn’t go well | Will look for others for one-sided play |
| Sensory Sensitivity | Very intense to none | Intense to none | None to moderate/mild | None to moderate/mild |
| Imaginative Play | Doesn’t play imaginatively | Usually copies what he/she sees | Repeats things, imagination poorly | Repeats play, limited imagination |
| Repetitive Activities | Repeats a lot of things, may be self-injurious | Repeats body movements and touching objects | Repeats body movements and touching objects | Talks and questions repetitively, and some body movements |
| Reaction to Change | Would rather be the same, or they’ll have an extreme reaction to it | Would rather be the same, or they’ll have a pretty bad reaction to it | Would rather be the same, have a moderate reaction | Wouldn’t want to be changed, reacts overly |
| Motor Skills | Good to poor | Good to poor | Good to poor | Clumsy and poor coordination |
| Eye Contact | Avoids | Sometimes avoids | Sometimes avoids | Mostly avoids |
| Earliest Diagnosis | 16-30 months | 16-30 months | 16-30 months | Preschool |
| Intelligence | Mental retardation: 75-85 percent | Mental retardation | Might have mental retardation | Normal to superior |
7.4 Explanation of dolls
Example designs (sensory toys):
|
http://www.sensoryuniversity.com/category.sc?categoryId=18 | This is a toy for them to learn their balance, which uses carpentry tools. But, since carpentry isn’t one of my hobby |
|
http://www.sensoryuniversity.com/category.sc?categoryId=18 | The doll the kid is holding is a very common design, but if one of the kids doesn’t like dogs in particular, it would be a problem. |
|
http://www.autismsuperstore.com/store-categories-Sensory-Toys_1441174.html | These are for the kids to bend and play with imaginatively, it would be a really good design but I don’t have the technique to do that. |
|
http://www.sensoryuniversity.com/category.sc?categoryId=18 | This toy also helps kids with autism to be okay with the surrounding, but then I don’t have the technique to create something like that. |
|
http://www.autismsuperstore.com/store-categories-Sensory-Toys_1441174.html | This is for the kids to play with and grab the attention, but since I don’t really know how to make that and don’t have the materials, I don’t think I will be creating this kind of design. |
Example of shapes:
|
http://mmmcrafts.blogspot.com/p/free-patterns-and-tutorials.html | This has a really unique shape and colors which is interesting, to me personally. But since they have sensitivity to colors, I don’t think I will be using a lot of colors in one doll. |
|
http://www.softiemaking.com/ | This doll has a unique shape that is attractive to people without autism, but the size of the doll is perfect. |
|
http://www.softiemaking.com/ | This is a very simple doll, but I don’t think I will be making this one because this one only shows the face, and I want to show the whole body, cause sometimes the design of the doll can also help to express the emotion. |
Design inspiration:
This toy is one of the toys that is provided in Mimi Institute. It shows different kind of emotions and the kids can easily stick the faces according to his/her mood.
Design of the dolls:
Steps:
7.5 Plan & Goal’s modifications
At first, I wanted to make dolls that represent the kids with autism and then sell it to get money for them. But after consulting with my supervisor, she said that it’ll mean more if I make dolls for them, and it’ll be more useful. So, I changed my goal. Throughout the process, there has been some confusion on the product. At first I was planning to connect my doll with something called sensory toys. But in the middle of the process, my supervisor discovered that I didn’t really understand the concept of sensory toys, which led to a really big confusion. And it also led to some changes to my original plan and design.
7.6 Testing method
For my testing method, I gave a brief introduction on what I’m doing and why I need their help. After that, I asked Cia-cia how she’s feeling that day and show her the dolls I have created. I didn’t tell her what the meanings of the dolls are because I want to know whether she knows it or not. So, she said she’s feeling happy that day and she took the Happy Doll. After that, since I didn’t really want to make it a waste, I asked her how the other dolls looked to her. She said that the Sad Doll looks like its okay and that the Content Doll is happy. She also stated that the Angry Doll looks happy and that the Frightened Doll looked mad. She knew though that the Interested doll looks happy or something like that. She stated that the Jealous Doll looks like it’s mad. So, basically the dolls didn’t really meet my expectations, but it was close.
I chose this method because it’s not possible for me to give a survey to other students and ask how my dolls are because it’s not related with my goal. My goal is to help kids with autism to develop, and one of the ways is to go there and test it on them.
So, Cia-cia was able to identify 5/7 dolls that I created, which means she was able to identify around 70% of my dolls. When I told her to touch the dolls, the materials do kind of help her to know what emotion the doll is portraying. But since I use flannel for most of the dolls, it didn’t really make a difference. But for the soft and rough material, it helps her to identify the emotion.
7.7 Doll safety checklist
| No loud noises | The dolls I created don’t have loud noises that could shock the kids. It doesn’t have any thing that could make sounds. |
| No sharp edges | My dolls are created with fabrics that don’t have sharp edges. |
| No small parts | There are some small parts like the eyes but it has been strongly attached with the big doll because I’ve sewn it over and over again. |
| No sharp points | There are no sharp points for I use fabrics, not metals or woods. |
| Not a propelled object | It is not a propelled object because these toys are soft and won’t be able to harm them in any way |
| Not electric | There are no electricity in these dolls because I didn’t put any thing that could electrocute people. |
| Materials are soft | The materials are soft, and even though there is a rough material, it isn’t going to harm them because it isn’t sharp. |
| Decorations perfectly attached | The decorations such as eyes and mouth have been perfectly attached for I have sewn it over and over again. |
