1,704 research outputs found

    Impact of classroom design on interactive whiteboard use in a special needs classroom

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    The physical environment of a classroom—how space is organized and controlled—impacts the use of technology within that setting. This paper presents the initial rationale for choosing an interactive whiteboard (IWB) as the platform for software designed to encourage play in primary students with Autism Spectrum Disorders. An observational study of normal classroom practice and of an installed version of the software uncovered factors in the physical installation of the IWB and its pedagogical use that negatively affect its potential use

    Leveling the Playing Field: Supporting Neurodiversity via Virtual Realities

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    Neurodiversity is a term that encapsulates the diverse expression of human neurology. By thinking in broad terms about neurological development, we can become focused on delivering a diverse set of design features to meet the needs of the human condition. In this work, we move toward developing virtual environments that support variations in sensory processing. If we understand that people have differences in sensory perception that result in their own unique sensory traits, many of which are clustered by diagnostic labels such as Autism Spectrum Disorder (ASD), Sensory Processing Disorder, Attention-Deficit/Hyperactivity Disorder, Rett syndrome, dyslexia, and so on, then we can leverage that knowledge to create new input modalities for accessible and assistive technologies. In an effort to translate differences in sensory perception into new variations of input modalities, we focus this work on ASD. ASD has been characterized by a complex sensory signature that can impact social, cognitive, and communication skills. By providing assistance for these diverse sensory perceptual abilities, we create an opportunity to improve the interactions people have with technology and the world. In this paper, we describe, through a variety of examples, the ways to address sensory differences to support neurologically diverse individuals by leveraging advances in virtual reality

    The Potential of Virtual Reality in Social Skills Training for Autism: Bridging the Gap Between Research and Adoption of Virtual Reality in Occupational Therapy Practice

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    Impairments in social functioning greatly hinder children and youth with autism spectrum disorder (ASD) from responding appropriately and adapting to various social situations. As a result, individuals with ASD get fewer opportunities for social inclusion, physical well-being, and forming interpersonal relationships. Virtual reality (VR) has been studied extensively in this area, where a large body of evidence shows that VR is a promising tool for social skills training (SST) in individuals with ASD. With the flexibility and projected effectiveness that VR offers, it can provide more opportunities to learn and practice strategies for recognizing daily challenges that involve forming social relationships and associated reasoning. This paper discusses the gap between the effectiveness of VR-based SST and its adoption in occupational therapy (OT) practice. There is a significant dearth of resources for the development of occupational therapists to effectively administer these interventions. Such resources that summarize empirically supported VR interventions to teach social skills to people with autism would be very valuable in training therapists who wish to employ them. Using theory-driven approaches, this paper intends to empower occupational therapists in becoming efficient and confident in using this technology for addressing social skills deficits in people with ASD

    A Bibliometric Study on the Use of Virtual Reality (VR) as an Educational Tool for High-Functioning Autism Spectrum Disorder (ASD) Children

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    The use of virtual reality (VR) as an educational tool for autism spectrum disorder (ASD) children is a research field that started some 20 years ago. ASD is associated with deficiencies in communication and social interaction, as well as restricted and repetitive behavioural patterns, according to the fifth edition of the diagnostic and statistical manual of mental disorders (DSM-5). By using the ISI Web of Knowledge as the reference data basis, we perform a bibliometric study of the use of VR as an educational tool for high-functioning ASD children. By this study we can quantify, on the one hand, the up to day importance of the different types of VR applied to this field: immersive or non-immersive, as well as the use of human or agent avatars. On the other hand, we can also differentiate amongst those interventions that work on emotional and social competences. The analysis of periods of research scarce, research abundance and research trends provides a dynamic view of the strategies used in this field in the last 20 years and suggests future lines of research
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