Noise sensitivity is prevalent in both neurodivergent and neurotypical people, making self-regulation challenging and impacting their quality of life. Yet, little work has been done in the human-computer interaction field to support their particular experiences. My research explores how technology can support people with noise sensitivity (PWNS) and those around them manage and regulate their own and other’s experiences to noise.
“Though I cannot generalize this, often minute sounds will piss me off. However, it’s not just low or loud sounds, but it can be any sound that will set us off. Sometimes you won’t know what sounds bother you until it happens.” – Kenny, autistic
(Dotch et al., 2023)
Methods
Interviews
Content Analysis
Co-design
Low/High-fidelity Design
Survey
Field deployment
Study 1: Understanding Noise Sensitivity Through Interactions In Two Online Autism Forums
I analyzed posts and comments about noise sensitivity experiences from two online autism forums.
We found that forum users discussed personal experiences of sensory overload and meltdowns, management strategies, and disclosing their autism in various settings.
There are societal barriers and challenges that impact the agency of autistic people and contributes to inaccessible living, work, learning, and social environments.
“I live in [country] where autism is not well accepted or understood. I would be cautious when mentioning autism or therapy as it may be interpreted negatively. . . Are there any proud, out autistic people at your job?” – Langston, autistic
(Dotch et al., 2023)
Study 2: Accessibility through Awareness of Noise Sensitivity Management and Regulation Practices
I interviewed PWNS and caregivers about their experiences with noise sensitivity and their current management and regulation practices.
We find that PWNS and their caregivers enact management and regulation strategies based on three types of awareness — self, others, and joint awareness.
We offer the concept of joint awareness for noise sensitivity management and regulation, and provide suggestions for creating technology to facilitate awareness guided by a set of design principles.
“I’ve been with him for many years. He understands how my brain works. He’s able to sometimes tell that I’m having a hard time quicker than I’m able to. So he’ll like squeeze my hand and say like, ‘Hey, you doing okay? What’s going on?’ So, he’s been able to help me calm down from many panic attacks and sensory overload, especially with deep pressure. That is a good one for me. Like giving me a big hug and like squeezing. It’s kind of grounding.” – Kelly, autistic
(Dotch et al., 2024)
Study 3: Informing the Design of Mobile and Wearable Technology for Noise Sensitivity
I led co-design activities with PWNS and caregivers to explore potential solutions for noise sensitivity experiences.
These sessions provided an account of challenges participants considered when designing for their own and others noise sensitivity experience.
Through this work I identified challenges and opportunities for designing technology for PWNS and offer considerations based on three tensions in this space.
Study 4: Supporting Noise Sensitivity Through Tracking Technology
Based on findings from the prior studies my collaborators and I developed and deployed a wearable and mobile application to explore people’s perspectives on the apps ability to support their noise sensitivity experiences.
This this deployment, I investigated how the app facilitated awareness and collaboration, while enhancing and adding to the current management and regulation practices of PWNS and their caregivers.
Integrating Connected Learning, Neurodiversity, and Emerging Technology: An Intersectional Analysis of HCI, Education, and Disability Research
I worked with a team of researchers to conduct a scoping literature review to produce a report that explores the synergies between connected learning and neurodiversity when investigating technology. This research aims to explore innovative research and design at the intersection of emergent technology, connected learning, and neurodiversity that is connected and asset-based in nature to identify areas of growth and promise for supporting neurodivergent learners and technology design.
Stakeholder Perceptions of AI in K-12 Education [ongoing]
Many educational technologies in US schools will soon be incorporating artificial intelligience (AI). Thus, we conducted a comprehensve study involving teachers, parents, and teens to explore how they perceive and us AI-integrated technologies.
Working with a team, we conducted surveys and focus groups which revealed that teachers generally have more negative perceptions of AI-empowered tools than those managed by human tutors. Yet our focus group study highlights a more nuanced understand and perspective of these tools among teachers and teens.
Emani Hicks 