Using Virtual Environments for Teaching Social Understanding to 6 Adolescents with Autistic Spectrum Disorders

School of Psychology, University of Nottingham, University Park, Nottingham, UK.
Journal of Autism and Developmental Disorders (Impact Factor: 3.34). 04/2007; 37(3):589-600. DOI: 10.1007/s10803-006-0189-8
Source: PubMed


Six teenagers with Autistic Spectrum Disorders (ASDs) experienced a Virtual Environment (VE) of a café. They also watched three sets of videos of real cafés and buses and judged where they would sit and explained why. Half of the participants received their VE experience between the first and second sets of videos, and half experienced it between the second and third. Ten naïve raters independently coded participants' judgments and reasoning. In direct relation to the timing of VE use, there were several instances of significant improvement in judgments and explanations about where to sit, both in a video of a café and a bus. The results demonstrate the potential of Virtual Reality for teaching social skills.

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    • "Finally, Costa et al. (2010) provided qualitative observations that two children with ASD continued to play a ball game with each other after learning it from a robot. (3) A number of studies found positive responses of individuals with ASD to different types of advanced interactive technologies, such as computer technology (Bernard-Opitz et al. 2001), virtual reality environments (Mitchell et al. 2007) and robotic systems (Dautenhahn and Werry 2004; Kozima and Nakagawa 2006; Kim et al. 2013; Scassellati et al. 2012; Diehl et al. 2014). Therefore, the third commonly held assumption in the RAT field is that children with ASD enjoy interacting with robots due to their interest in technology and consequently they are more motivated to engage in social tasks assisted by robots compared to tasks with humans. "
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    ABSTRACT: Social robots are thought to be motivating tools in play tasks with children with autism spectrum disorders. Thirty children with autism were included using a repeated measurements design. It was investigated if the children's interaction with a human differed from the interaction with a social robot during a play task. Also, it was examined if the two conditions differed in their ability to elicit interaction with a human accompanying the child during the task. Interaction of the children with both partners did not differ apart from the eye-contact. Participants had more eye-contact with the social robot compared to the eye-contact with the human. The conditions did not differ regarding the interaction elicited with the human accompanying the child.
    Journal of Autism and Developmental Disorders 08/2015; DOI:10.1007/s10803-015-2556-9 · 3.06 Impact Factor
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    • "Firstly, multimodal constructive feedback (Bernard-Opitz et al. 2001; Parsons et al. 2004) is given with the purpose to inform the user about a correct or incorrect choice. According to this principle, the feedback was provided to the users in two different modes, image and sound (Mitchell et al. 2007). "
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    ABSTRACT: Virtual Learning Environments (VLEs) have been successfully used in educational interventions for children with Autism Spectrum Conditions (ASC) for overcoming their persistent differences related to social communication and imagination. This paper investigates the potential of VLEs presenting Social Stories, as an advantageous pathway for the development of social problem skills in children with ASC. To this end, it presents the design and development of VLSS (Virtual Learning Environment with Social Stories), a prototype three-dimensional VLE for children with ASC. Overall, the evaluation of VLSS by 40 experts (special education teachers) was very positive, indicating that VLSS has the potential to be a beneficial and easy-to-use educational tool for enhancing social problem solving in children with ASC.
    Education and Information Technologies 05/2015; DOI:10.1007/s10639-015-9409-1
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    • "However, in an intervention method research conducted by Ruble and McGrew (2007), results showed that parents agreed that educational and behavioural interventions are more effective. In addition, the impact of education cannot be overemphasized as it has been identified as a relative cure for the impairments in children with autism (Mitchell et al. 2007). "
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    ABSTRACT: The effect of education on children with autism serves as a relative cure for their deficits. As a result of this, they require special techniques to gain their attention and interest in learning as compared to typical children. Several studies have shown that these children are visual learners. In this study, we proposed a Visual Hybrid Development Learning System (VHDLS) framework that is based on an instructional design model, multimedia cognitive learning theory, and learning style in order to guide software developers in developing learning systems for children with autism. The results from this study showed that the attention of children with autism increased more with the proposed VHDLS framework.
    Journal of Autism and Developmental Disorders 05/2015; 45(10). DOI:10.1007/s10803-015-2469-7 · 3.06 Impact Factor
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