A Tangible User Interface (TUI) can bridge real-world physical objects with the digital world, which has much potential for children with ASD. However, at present, most TUIs have been developed for children in affluent countries. Such solutions may not be applicable for children with ASD in low resource countries like Sri Lanka. Therefore, we have designed a tablet-based, and cost-effective TUI called POMA (Picture to Object Mapping Activities) for supporting social and cognitive skills of Sri Lankan children with ASD. This paper presents the evaluation of POMA with 20 children with ASD (moderate: 6; mild: 14) and five special education teachers. Results show that both groups of children were able to play POMA accurately. However, children with moderate ASD required more time and help from the special education teachers to play POMA compared to children with mild ASD. This study identified several lessons for designing TUI, such as the importance of including audio prompts when the system is in idle state, using appropriate helper cues, using multiple types of reinforcements, easy-to-handle nature of the tangibles and the properties of them. Finally, we provide guidelines to overcome the issues for designing low-cost TUIs for children with ASD.

有形用户界面（TUI）可以将现实世界中的物理对象与数字世界联系起来，这对于患有ASD的儿童具有很大的潜力。但是，目前，大多数TUI都是为富裕国家的儿童开发的。这种解决方案可能不适用于斯里兰卡等资源匮乏国家的ASD儿童。因此，我们设计了一种基于平板电脑且具有成本效益的TUI，称为POMA（图片到对象映射活动），用于支持斯里兰卡ASD儿童的社交和认知技能。本文介绍了对20名ASD儿童（中度：6；中度：14）和5名特殊教育老师的POMA评估。结果表明，两组儿童都能准确地玩POMA。然而，与轻度ASD的儿童相比，中度ASD的儿童需要更多的时间和特殊教育老师的帮助来玩POMA。这项研究确定了一些设计TUI的课程，例如在系统处于空闲状态时包括音频提示的重要性，使用适当的辅助提示，使用多种类型的增强件，有形物品易于处理的性质以及它们的属性的重要性。 。最后，我们提供了指导原则，以克服为ASD儿童设计低成本TUI的问题。