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Seven high-functioning boys (ages 8-17) with autism spectrum... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_19967138" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study used a qualitative design to examine intergenerational relationships facilitated by an intervention employing Google SketchUpÔ, a freeware 3D design program. Seven high-functioning boys (ages 8-17) with autism spectrum disorders (ASD) participated in computer workshops. The investigators capitalized on the boys' strengths in visual-spatial skills. The interdisciplinary team structured the workshops to facilitate computer skill development as well as social interaction. Qualitative analysis involved thematic analysis of transcripts from focus groups with parents and grandparents. The two key themes that emerged were as follows: (i) reframing expectations (parental efficacy and creating a safe environment) and (ii) building intergenerational bridges among parents, children, siblings, and grandparents. These findings indicate that technology can build on the strengths of children with ASD and promote social engagement of the children with their families. . Acknowledgements: We would like to acknowledge the amazing children and families who participated in this program and in particular one of our parents, Lynn Frick-Dolan who helped to coordinate the parents and the schools. We also need to give special appreciation to Steve Gross, our SketchUp expert and designer, who is a wonderful role model of ''late blooming''. He captivated the children, families and research team with his creativity, talent, gentle nature, and patience. We would like to thank Vick Rathunde for her guidance with the children. And to Tom Wyman, Chris Cronin, and Barry Janzen from Google who are inspiring our project with their support and who are original founders of Project Spectrum.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/19967138" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cdf03e8093228fbd802503e44376bc48" rel="nofollow" data-download="{"attachment_id":40938247,"asset_id":19967138,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40938247/download_file?st=MTc0MTk1MjE3MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="40841772" href="https://independent.academia.edu/DunnLouise">Louise Dunn</a><script data-card-contents-for-user="40841772" type="text/json">{"id":40841772,"first_name":"Louise","last_name":"Dunn","domain_name":"independent","page_name":"DunnLouise","display_name":"Louise Dunn","profile_url":"https://independent.academia.edu/DunnLouise","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-19967138">+3</span><div class="hidden js-additional-users-19967138"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://utah.academia.edu/LauraLinnell">Laura Linnell</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://tcu.academia.edu/DeborahRafferty">Deborah Rafferty</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://utah.academia.edu/MarissaDiener">Marissa Diener</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-19967138'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-19967138').html(); 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Seven high-functioning boys (ages 8-17) with autism spectrum disorders (ASD) participated in computer workshops. The investigators capitalized on the boys' strengths in visual-spatial skills. The interdisciplinary team structured the workshops to facilitate computer skill development as well as social interaction. Qualitative analysis involved thematic analysis of transcripts from focus groups with parents and grandparents. The two key themes that emerged were as follows: (i) reframing expectations (parental efficacy and creating a safe environment) and (ii) building intergenerational bridges among parents, children, siblings, and grandparents. These findings indicate that technology can build on the strengths of children with ASD and promote social engagement of the children with their families. . Acknowledgements: We would like to acknowledge the amazing children and families who participated in this program and in particular one of our parents, Lynn Frick-Dolan who helped to coordinate the parents and the schools. We also need to give special appreciation to Steve Gross, our SketchUp expert and designer, who is a wonderful role model of ''late blooming''. He captivated the children, families and research team with his creativity, talent, gentle nature, and patience. We would like to thank Vick Rathunde for her guidance with the children. And to Tom Wyman, Chris Cronin, and Barry Janzen from Google who are inspiring our project with their support and who are original founders of Project Spectrum.","publication":"Family and Consumer Sciences Research Journal","publication_with_fallback":"Family and Consumer Sciences Research 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work_52904863" data-work_id="52904863" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/52904863/SketchUp_A_Technology_Tool_to_Facilitate_Intergenerational_Family_Relationships_for_Children_with_Autism_Spectrum_Disorders_ASD_">SketchUp™: A Technology Tool to Facilitate Intergenerational Family Relationships for Children with Autism Spectrum Disorders (ASD)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study used a qualitative design to examine intergenerational relationships facilitated by an intervention employing Google SketchUpÔ, a freeware 3D design program. Seven high-functioning boys (ages 8-17) with autism spectrum... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_52904863" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study used a qualitative design to examine intergenerational relationships facilitated by an intervention employing Google SketchUpÔ, a freeware 3D design program. Seven high-functioning boys (ages 8-17) with autism spectrum disorders (ASD) participated in computer workshops. The investigators capitalized on the boys' strengths in visual-spatial skills. The interdisciplinary team structured the workshops to facilitate computer skill development as well as social interaction. Qualitative analysis involved thematic analysis of transcripts from focus groups with parents and grandparents. The two key themes that emerged were as follows: (i) reframing expectations (parental efficacy and creating a safe environment) and (ii) building intergenerational bridges among parents, children, siblings, and grandparents. These findings indicate that technology can build on the strengths of children with ASD and promote social engagement of the children with their families.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/52904863" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="04a848cbcff080e7c52ac87d576ed70b" rel="nofollow" data-download="{"attachment_id":69941517,"asset_id":52904863,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/69941517/download_file?st=MTc0MTk1MjE3Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="41348204" href="https://utah.academia.edu/LauraLinnell">Laura Linnell</a><script data-card-contents-for-user="41348204" type="text/json">{"id":41348204,"first_name":"Laura","last_name":"Linnell","domain_name":"utah","page_name":"LauraLinnell","display_name":"Laura Linnell","profile_url":"https://utah.academia.edu/LauraLinnell","photo":"https://0.academia-photos.com/41348204/11217284/12516148/s65_laura.linnell.jpg"}</script></span></span></li><li class="js-paper-rank-work_52904863 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="52904863"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 52904863, container: ".js-paper-rank-work_52904863", }); 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Seven high-functioning boys (ages 8-17) with autism spectrum disorders (ASD) participated in computer workshops. The investigators capitalized on the boys' strengths in visual-spatial skills. The interdisciplinary team structured the workshops to facilitate computer skill development as well as social interaction. Qualitative analysis involved thematic analysis of transcripts from focus groups with parents and grandparents. The two key themes that emerged were as follows: (i) reframing expectations (parental efficacy and creating a safe environment) and (ii) building intergenerational bridges among parents, children, siblings, and grandparents. 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Seven high-functioning boys (ages 8-17) with autism spectrum... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_52904900" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study used a qualitative design to examine intergenerational relationships facilitated by an intervention employing Google SketchUpÔ, a freeware 3D design program. Seven high-functioning boys (ages 8-17) with autism spectrum disorders (ASD) participated in computer workshops. The investigators capitalized on the boys' strengths in visual-spatial skills. The interdisciplinary team structured the workshops to facilitate computer skill development as well as social interaction. Qualitative analysis involved thematic analysis of transcripts from focus groups with parents and grandparents. The two key themes that emerged were as follows: (i) reframing expectations (parental efficacy and creating a safe environment) and (ii) building intergenerational bridges among parents, children, siblings, and grandparents. 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href="https://www.academia.edu/110798229/SketchUp_A_Technology_Tool_to_Facilitate_Intergenerational_Family_Relationships_for_Children_with_Autism_Spectrum_Disorders_ASD_">SketchUp™: A Technology Tool to Facilitate Intergenerational Family Relationships for Children with Autism Spectrum Disorders (ASD)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study used a qualitative design to examine intergenerational relationships facilitated by an intervention employing Google SketchUpÔ, a freeware 3D design program. Seven high-functioning boys (ages 8-17) with autism spectrum... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_110798229" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study used a qualitative design to examine intergenerational relationships facilitated by an intervention employing Google SketchUpÔ, a freeware 3D design program. Seven high-functioning boys (ages 8-17) with autism spectrum disorders (ASD) participated in computer workshops. The investigators capitalized on the boys' strengths in visual-spatial skills. The interdisciplinary team structured the workshops to facilitate computer skill development as well as social interaction. Qualitative analysis involved thematic analysis of transcripts from focus groups with parents and grandparents. 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Seven high-functioning boys (ages 8-17) with autism spectrum disorders (ASD) participated in computer workshops. The investigators capitalized on the boys' strengths in visual-spatial skills. The interdisciplinary team structured the workshops to facilitate computer skill development as well as social interaction. Qualitative analysis involved thematic analysis of transcripts from focus groups with parents and grandparents. The two key themes that emerged were as follows: (i) reframing expectations (parental efficacy and creating a safe environment) and (ii) building intergenerational bridges among parents, children, siblings, and grandparents. 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