Virtual drawing as a prior educational intervention in Autism Spectrum Disorder: A case study

In this paper, we present a case study that analyses the potential for immersive virtual drawing to serve as an antecedent intervention in children with Autism Spectrum Disorders (ASD) with the aim of helping to control off-task behavior. An intervention with a four-year-old child was performed, comparing his off-task behavior without any intervention, with an antecedent intervention of conventional drawing, and with another one with immersive virtual drawing. We used a single-case reversal design and a tested method to quantify the effects of the interventions. This experiment adds novel results to those of previous literature, suggesting that virtual drawing as an antecedent intervention could be an effective tool in controlling disruptive and repetitive behavior, helping children with ASD to concentrate.