Using virtual environments for teaching social understanding to adolescents with autistic spectrum disorders
Using virtual environments for teaching social understanding to adolescents with autistic spectrum disorders
Six teenagers with Autistic Spectrum Disorders (ASDs) experienced a Virtual Environment (VE) of a cafe´ . They also watched three sets of videos of real cafe´s 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 na?¨ve 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 cafe´ and a bus. The results demonstrate the potential of Virtual Reality for teaching social skills.
virtual reality, single-user virtual environments, autism, asperger’s syndrome, social understanding
589-600
Mitchell, Peter
4a95f974-f41f-4c14-9cd1-bf6867bb6e22
Parsons, Sarah
5af3382f-cda3-489c-a336-9604f3c04d7d
Leonard, Anne
b8bf75a3-8a2e-44a7-9fdb-2eb603cd6186
2007
Mitchell, Peter
4a95f974-f41f-4c14-9cd1-bf6867bb6e22
Parsons, Sarah
5af3382f-cda3-489c-a336-9604f3c04d7d
Leonard, Anne
b8bf75a3-8a2e-44a7-9fdb-2eb603cd6186
Mitchell, Peter, Parsons, Sarah and Leonard, Anne
(2007)
Using virtual environments for teaching social understanding to adolescents with autistic spectrum disorders.
Journal of Autism and Developmental Disorders, 37 (3), .
(doi:10.1007/s10803-006-0189-8).
(PMID:16900403)
Abstract
Six teenagers with Autistic Spectrum Disorders (ASDs) experienced a Virtual Environment (VE) of a cafe´ . They also watched three sets of videos of real cafe´s 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 na?¨ve 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 cafe´ and a bus. The results demonstrate the potential of Virtual Reality for teaching social skills.
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Published date: 2007
Keywords:
virtual reality, single-user virtual environments, autism, asperger’s syndrome, social understanding
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Local EPrints ID: 170817
URI: http://eprints.soton.ac.uk/id/eprint/170817
ISSN: 0162-3257
PURE UUID: b7f4ea23-13a6-4e6d-8289-d44524d73ac6
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Date deposited: 11 Jan 2011 12:11
Last modified: 14 Mar 2024 02:56
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Author:
Peter Mitchell
Author:
Anne Leonard
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