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

被引:128
作者
Ke, Fengfeng [1 ]
Im, Tami [1 ]
机构
[1] Florida State Univ, Tallahassee, FL 32306 USA
关键词
autism; multiple-based across-subjects design; social interaction training; virtual reality; SPECTRUM DISORDERS; ASPERGER-SYNDROME; YOUNG-CHILDREN; SKILLS; INTERVENTION; ADOLESCENTS; PEOPLE; ENVIRONMENTS; BEHAVIORS; EDUCATION;
D O I
10.1080/00220671.2013.832999
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Employing the multiple-baseline across-subjects 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.
引用
收藏
页码:441 / 461
页数:21
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