This Section of Epidemiology and Psychiatric Sciences regularly appears in each issue of the Journal to describe relevant studies investigating the relationship between neurobiology and psychosocial psychiatry in major psychoses. The aim of these Editorials is to provide a better understanding of the neural basis of psychopathology and clinical features of these disorders, in order to raise new perspectives in every-day clinical practice. Autism spectrum disorders are characterized by core deficits with regard to three domains, i.e. social interaction, communication and repetitive or stereotypic behaviour. It is crucial to develop intervention strategies helping individuals with autism, their caregivers and educators in daily life. For this purpose, virtual reality (VR), i.e. a simulation of the real world based on computer graphics, can be useful as it allows instructors and therapists to offer a safe, repeatable and diversifiable environment during learning. This mini review examines studies that have investigated the use of VR in autism. Key words: autism spectrum disorders, rehabilitation, virtual environment, virtual reality.Autism spectrum disorders (ASDs) are a group of pervasive developmental disorders characterized by core deficits in three domains, i.e. social interaction, communication and repetitive or stereotypic behaviour (American Psychiatric Association, 2000), occurring more often in boys than girls (4:1). There has been a significant increase of ASDs over the past few decades, with an incidence of approximately 4 per 10 000 to 6 per 1000 children (Lasalvia & Tansella 2009;Pejovic Milovancevic et al. 2009;Faras et al. 2010). The causes of autism remain largely unknown, but there is evidence that genetic, neurodevelopmental and environmental factors are involved, alone or in combination, as possible causal or predisposing effects of developing autism (Pensiero et al. 2009). Although the degree of impairment among individuals suffering from autism may vary, the impact on affected individuals and their families is generally life-changing. Most studies of ASDs are focused on epidemiology, genetics and neurobiology, but more intervention research is needed to help individuals with autism, their caregivers and educators. In this context, it is crucial to develop tools for neurocognitive habilitation enabling children with ASDs to increase their ability to perform daily-life activities. A rather promising tool has recently emerged in many domains of rehabilitation, namely virtual reality (VR) (Parsons et al. 2009). VR is a simulation of the real world based on computer graphics and can be used as an educational and therapeutic tool by instructors and therapists to offer children a safe environment for learning. Virtual environments (VEs) simulate the real world as it is or create completely new worlds, and provide experiences that can help patients understand concepts as (Email: marcella.bellani@univr.it or paolo.brambilla@uniud.it)Epidemiology and Psychiatric Sciences (2011), 20, 235-238.