Evaluation of a spherical video-based virtual reality intervention designed to teach adaptive skills for adults with autism: a preliminary report

A Process-Model for Minimizing Adverse Effects when Using Head Mounted Display-Based Virtual Reality for Individuals with Autism

“…Given the known characteristics of people with ASD (Christensen et al, 2018), and compounded by common comorbidities (Deprey and Ozonoff, 2018) such as anxiety (van Steensel and Heeman, 2017) and sensory processing differences (Thye et al, 2018), the prospect of adverse effects related to VR usage for individuals with ASD presents salient risks. Approaching calls and concerns for the safe and ethical applied use of technology for individuals with autism (Parsons, 2016;Bradley and Newbutt, 2018;Schmidt et al, 2019), the current article approaches the urgent need to consider potential adverse effects of HMD-based VR use for individuals with ASD.…”

“…The USA-based study led by the first author (Schmidt et al, 2019) utilized a design-based research (DBR) methodological approach that considered ease-of-use, the nature of participants' user experience, feasibility, and relevance of a spherical, videobased virtual reality (SVVR) app as well as a fully immersive, collaborative 3D virtual environment, both of which were delivered using HMDs for a group of adults with ASD in a day program. The UK-based study led by the second author (Newbutt et al, 2020) sought to place children on the autism spectrum at the center of a study examining the potential of VR HMDs used in primary and secondary school classrooms; explored a range of VR experiences, how autistic users reported physical experiences, enjoyment, and potential of VR HMDs in their classrooms, while systematically exploring potential adverse effects.…”

“…For example, researchers might design a series of 2-min tutorials or short 360 videos and take breaks in between to evaluate participants' well-being and willingness to proceed. Second, using lower tech versions of the technology could be less complicated and therefore provide superior usability (Parish-Morris et al, 2018;Schmidt et al, 2019). For example, Google Cardboard devices have only a single button and no straps, allowing for the HMD to be removed easily in the case that a participant is experiencing negative effects.…”

“…Our research was performed in two separate, independent research groups. We have published and presented widely on VR for ASD and iteratively have refined our implementations (e.g., Schmidt et al, 2012;Newbutt et al, 2016;Newbutt et al, 2017;Glaser and Schmidt, 2018;Newbutt, 2019;Schmidt et al, 2019;Newbutt et al, 2020). Over the course of multiple studies and through working with stakeholders, we have developed principles and expert knowledge that inform our professional practice This has been achieved through a process of reflection-on-action that considers a range of critical issues and factors directly affecting the acceptance, perceived utility, implementation quality, and participant well-being of VR experiences for this population.…”

An Exploratory Analysis of Increasing Self-Efficacy of Adults with Autism Spectrum Disorder Through the Use of Multimedia Training Stimuli

“…Some of this work has already been initiated. [45][46][47] In conclusion, use of MTS to train ASDs may well be an effective strategy for increasing self-efficacy and producing positive training outcomes during the anticipatory socialization and encounter phases of organizational assimilation. More research is warranted.…”