Abstract—Autism is a disorder of neural development which affects about one in every 150 kids on average. Autism deals with major complexities regarding social communication and retention power. Now days, due to the increased use of the computer, the technology is being used to assist the treatment and to interact with an autistic child. To make the learning environment more attractive, the animated pictures are used in the applications. In this paper a gaming model is proposed which will first teach basic traffic rules to Autistic children with the help of some animated videos and then help them decide what action must be taken in certain situations thus increasing their intelligibility. The use of tangible objects is introduced so as to keep the sessions more interesting for autistic children. Index Terms—Autism, autism spectrum disorders, game based approach and traffic rules for autistic children. I. INTRODUCTION The first description of autism was given by Leo Kanner in 1943. Autism is a spectrum disorder, so it is impossible to say that people with autism should or should not be allowed to drive. Some people with autism may find this skill extremely difficult to grasp, while others will be highly competent drivers. Besides the driving skills the Autistic children should be aware of the basic traffic rules that are to be followed. The autism disorder is characterized by the lack of social interaction, the limit of behaviours, stereotypical conducts to some extent, repetitive, and communication problems-verbal and non verbal. The proposed model focuses on the understanding ability of the autistic children. Learning the basic traffic rules allow the autistic children to become independent up to some extent. Through this idea we can think about building a certain degree of confidence in autistic children so that they can survive in the social environment. Using the images of real objects or videos, software platforms encourage people with autism to distinguish objects based on their size, colour, type, etc. Such an interactive learning platform motivates the children to identify the objects with sounds, pattern and words [1]. To make the learning environment more attractive, the animated pictures are used in the platform. The model can be proposed in two different ways:  Visual interface Manuscript received April 12, 2012; revised July 22, 2012. Priyamvada Singh is with Information Technology from Graphic Era University, Bell Road, Dehradun (248001), India (email:priyakip@gmail.com) Rohit Rathore, Rashmi Chauhan, Rayan Goudar are with Technology from Graphic Era University, Bell Road, Dehradun, India (e-mail: rohitrathor@gmail.com, rashmi06cs@gmail.com, rhgoudar@gmail.com).  Tangible interface For teaching children with impairments in skills related to social disorders (ASD) [2], researchers are employing technology to develop accessible, quantifiable, intensive and individualized interventions for core deficit areas related to ASD [3]. Now a days, due to the increased use of the computer many researchers are using this technology to assist the treatment and to interact with an autistic child, thus the use of animation is introduced for giving them a classroom training session which is required for both the above models, depicting what action must be taken on encountering different traffic symbols. For example on seeing a red light it will be shown that the person stops walking if he/she is about to cross the road. Both applications work under the same basic training program and processing algorithms. The main difference between them is that the one is only visual and the other is operative. Also, both the models target different age groups of users based on their retention power and intelligence level. II. RELATED WORK A small amount of work has been done in the area of designing e-learning solutions which specifically deals with the improvement of the retention power in autistic children; though a number of efforts have been made for teaching autistic children which are available in the research literature. An intelligent classroom software, named “A-Class” is implemented [4], which takes into account, the diversity of interests among the autistic children in a classroom and helps the teacher to teach in a class having both autistic and neurotypical children. Authors have provided an environment for autistic children to learn according to their interest, if the autistic child does not like the environment offered by the software, teaching becomes difficult. Various interactive computer games for the autistic children for improving the fluency in their speech are developed [5]. Various computer games and software have been developed to enhance the pattern, color recognition power of autistic children, to improve the speaking skills and understanding of what others say to them etc[6], [7]. Some frameworks have been proposed which employ both real world objects and virtual environments equipped with the ability to provide emotional feedback and to demonstrate empathy. Potential examples and usage for such environments are also described [8]. III. PROPOSED APPLICATION Our proposed system is focused on giving a solution to the A Gaming Model for Teaching Autistic Children Basic Traffic Rules Priyamvada Singh, Rohit Rathore, Rashmi Chauhan, and R. H. Goudar, Senior Member IACSIT DOI: 10.7763/IJIET.2012.V2.191 International Journal of Information and Education Technology, Vol. 2, No. 5, October 2012 507