A Virtual Approach to Teaching Safety Skills to Children With Autism Spectrum Disorder

Self, Trisha L.; Scudder, Rosalind R.; Weheba, Gamal; Crumrine, Daiquirie

doi:10.1097/01.tld.0000285358.33545.79

Cited by 102 publications

(54 citation statements)

References 5 publications

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“…Moreover, individuals with autism have opportunities to practice diverse responses to simulated real-world scenarios with reduced anxiety toward the social interaction (Moore et al, 2000). Prior research shows that individuals with autism could transfer newly learned knowledge, such as fire safety skills, tornado safety skills, and road safety skills, from VR-based training programs to real-world situations (e.g., Josman, Milika BenChaim, Friedrich, & Weiss, 2008;Self, Scudder, Weheba, & Crumrine, 2007;Strickland et al, 2007). A recent empirical study also revealed the possibility of VR as a training platform to teach individuals with autism to recognize others' thoughts and feelings (Kandalaft, Didehbani, Krawczyk, Allen, & Champman, 2012).…”

Section: Virtual Reality For Social Interaction Training For Childrenmentioning

confidence: 98%

Virtual-Reality-Based Social Interaction Training for Children with High-Functioning Autism

2013

The Journal of Educational Research

159

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Employing the multiple-baseline acrosssubjects design, the authors examined the implementation and potential effect of a virtual-reality-based social interaction program on the interaction and communication performance of children with high functioning autism. The data were collected via behavior observation and analysis, questionnaires, and interviewing. The children participants demonstrated increased performance of responding, initiation, greeting, and positive conversation-ending during the intervention, and improved social competence measures after the intervention. The study also contributed salient themes on the adaptive design of a virtual-reality-based learning environment for learners with special needs. The study findings should extend the discussion on the design and usage of technology-supported informal learning environment for children with diverse characteristics and learning needs.

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Section: Virtual Reality For Social Interaction Training For Childrenmentioning

confidence: 98%

Virtual-Reality-Based Social Interaction Training for Children with High-Functioning Autism

2013

The Journal of Educational Research

159

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“…For example, researchers have developed: café and bus VEs to explore and support social behaviours and understanding (Mitchell, Parsons & Leonard, 2007;Parsons, Mitchell, & Leonard, 2004, 2005; a street-crossing VE to develop road safety skills and knowledge (Josman, Ben-Chaim, Friedrich, & Weiss, 2008); VEs for fire and tornado safety drills (Self, Scudder, Weheba & Crumrine, 2007); a range of social VE scenarios showing changes or improvements in participants' responses after a period of use, and some evidence of learning new skills and knowledge that is then applied to real world contexts (see Table 2 for a summary). ***Insert Table 2 about here*** However, state-of-the-art reviews of the field (see Table 1) suggest that the evidence base regarding the application of VR to support learning and understanding for children and young adults with ASD remains limited and small-scale overall (Boucenna et al, 2014;Parsons & Cobb, 2011).…”

Section: Authenticity In Vr For Autismmentioning

confidence: 99%

Authenticity in Virtual Reality for assessment and intervention in autism: A conceptual review

Parsons

2016

Educational Research Review

154

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Virtual Reality (VR) technologies have shown potential for learning and assessment for children, adolescents, and adults with autism. Much of the research in this area has taken a conceptual stance of veridicality; that is, that VR offers promise because it can provide authenticity and levels of realism alongside stimulus or environmental control, or both, which may first facilitate learning and the generalization of skills to the real world, and secondly can provide experimental contexts with strong ecological validity for assessment. This conceptual review raises questions about the assumption of veridicality of VR for autism research by examining research literature that has used VR to support learning and to investigate social responding. In so doing, it provides a framework for examining the assumed relationship between virtual and real contexts in order to highlight particular features of design and interaction, as well as background characteristics of participants, that may help or hinder learning and understanding in VEs. The conclusions suggest there is a need for the field to systematically examine the different factors that influence responding in VR in order to understand when, and under what circumstances, the responses of individuals with autism can be considered appropriately authentic. There are also opportunities for thinking more radically about research directions through focusing on the strengths and preferences of people with autism, and promoting more participatory and inclusive approaches to research.

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“…Defining features of a VR program or application include interaction and immersion . Human-computer interactivity is achieved through multiple sensory channels that allow children to explore VEs through sight, sound, touch and sometimes even smell [6,7] . Immersion is considered the degree to which the child feels engrossed or enveloped within the VE [8] .…”

Section: Vr In Pediatric Rehabilitationmentioning

confidence: 99%

Virtual Reality in Pediatric Neurorehabilitation: Attention Deficit Hyperactivity Disorder, Autism and Cerebral Palsy

Wang

Reid²

2010

Neuroepidemiology

177

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This paper presents the current status and use of virtual reality (VR) for children with attention deficit hyperactivity disorder (ADHD), autism and cerebral palsy. This literature review explores how VR systems have been used as treatment tools to address the primary impairments of these disorders. Three major classes of VR display systems are identified that can be characterized by the type of human-computer interaction provided: (1) feedback-focused interaction, (2) gesture-based interaction, and (3) haptic-based interaction. The demonstrated effectiveness and potential effectiveness of each class are discussed in the context of remediating the primary impairments of children with ADHD, autism and cerebral palsy. Three major themes for future research are discussed to support continued research interest in using VR in pediatric neurorehabilitation.

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A Virtual Approach to Teaching Safety Skills to Children With Autism Spectrum Disorder

Cited by 102 publications

References 5 publications

Virtual-Reality-Based Social Interaction Training for Children with High-Functioning Autism

Virtual-Reality-Based Social Interaction Training for Children with High-Functioning Autism

Authenticity in Virtual Reality for assessment and intervention in autism: A conceptual review

Virtual Reality in Pediatric Neurorehabilitation: Attention Deficit Hyperactivity Disorder, Autism and Cerebral Palsy

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