Design of immersive virtual reality system to improve communication skills in individuals with autism

Individuals with autism spectrum disorder (ASD) regularly experience situations in which they need to give answers but do not know how to respond; for example, questions related to everyday life activities that are asked by strangers. Research geared at utilizing technology to mend social and communication impairments in children with autism is actively underway. Immersive virtual reality (VR) is a relatively recent technology that has the potential of being an effective therapeutic tool for developing various skills in autistic children. This paper presents an interactive scenario-based VR system developed to improve the communications skills of autistic children. The system utilizes speech recognition to provide natural interaction and role-play and turntaking to evaluate and verify the effectiveness of the immersive environment on the social performance of autistic children. In experiments conducted, participants showed more improved performance with a computer augmented virtual environment (CAVE) than with a head mounted display (HMD) or a normal desktop. The results indicate that immersive VR could be more satisfactory and motivational than desktop for children with ASD.Scopu

Virtual and augmented reality in social skills interventions for individuals with autism spectrum disorder: A scoping review

In the last decade, there has been an increase in publications on technology-based interventions for autism spectrum disorder (ASD). Virtual reality based assessments and intervention tools are promising and have shown to be acceptable amongst individuals with ASD. This scoping review reports on 49 studies utilizing virtual reality and augmented reality technology in social skills interventions for individuals with ASD. The included studies mostly targeted children and adolescents, but few targeted very young children or adults. Our findings show that the mode number of participants with ASD is low, and that female participants are underrepresented. Our review suggests that there is need for studies that apply virtual and augmented realty with more rigorous designs involving established and evidenced-based intervention strategies.publishedVersio

A review of virtual reality technologies in the field of communication disability: implications for practice and research.

BACKGROUND: Technology devices and applications including virtual reality (VR) are increasingly used in healthcare research and practice as tools to promote health and wellbeing. However, there is limited research examining the potential for VR to enable improved communication for people with communication disability. AIMS: To review: (a) current research using VR in speech-language pathology; and (b) the ethical and safety considerations of VR research, to inform an agenda for future research applying VR in the field of speech-language pathology. MAIN CONTRIBUTION: This review reveals that there is an emergent body of literature applying VR to improve or develop physical, psychological and communication interventions. Use of non-immersive virtual environments to provide speech-language pathology assessment or intervention for people with communication disability has demonstrated positive outcomes, with emerging evidence of the transfer of functional communication skills from virtual to real-world environments. However, the use of VR technology and immersive virtual environments in communication disability practice and research introduces safety and ethical issues that must be carefully considered. CONCLUSIONS: Research employing VR is in its infancy in the field of speech-language pathology. Early evidence from other healthcare disciplines suggests that VR is an engaging means of delivering immersive and interactive training to build functional skills that can be generalized to the real world. While the introduction of new technology requires careful consideration of research ethics and patient safety, future VR communication research could proceed safely with adequate engagement of interdisciplinary teams and technology specialists. Implications for rehabilitation Immersive virtual reality may be used in rehabilitation to simulate natural environments to practice and develop communication skills. The sense of immersion that can be achieved using virtual reality may promote the generalization of skills learnt during clinical rehabilitation to real-world situations. Ethical and safety considerations, including cybersecurity and cybersickness, must be carefully monitored during all virtual reality research

Assessment of postural, locomotor, and physical fitness status in individuals with intellectual and developmental disabilities

Introduction: Postural control and locomotion deficits can be observed during the early years of childhood development and throughout life. For those with disabilities, these deficits can advance past the development years and into adolescence and adulthood while affecting the quality of life and daily activity. Finding interactive rehabilitative activities to delay or limit these deficits is essential for people with disabilities to improve their quality of life, inclusion, and overall movement. Adapted physical activity/sports like badminton and virtual reality could promote improvements in postural and locomotor status for young adults with intellectual and developmental disabilities like cerebral palsy (CP), intellectual disability (ID), and autism spectrum disorder (ASD). Purpose: These studies aim to assess the postural and locator status of young adults with intellectual and developmental disabilities after participating in a 12-week badminton and intensive virtual reality programs. Methods: Study A will follow a multiple baseline approach to access postural control, locomotion, and areas of physical fitness in young adults with IDD utilizing the immersive virtual reality game Fruit Ninja™ while study B will follow and repeated measures design accessing static postural control for students in a comprehensive transition program for intellectual disabilities at a southeastern university

Factors Influencing the Adoption of Immersive Virtual Reality for Individuals with Autism Spectrum Disorder: Parents Perceptions

The purpose of this qualitative study was to identify factors that affect the adoption of a spherical video virtual reality (SVVR) mobile application among parents of adults with Autism Spectrum Disorder (ASD). The study used the diffusion of innovation theory by Rogers (2003) as a framework to explore parents’ perceptions of an SVVR transportation model designed to improve the quality of life of adults with ASD. In addition, the study sought to learn what might increase adoption of VR technology among other parents of individuals with ASD and what life skills that might be addressed using VR technology in the future. The study employed interviews, focus groups, and observation to collect data. The factors that negatively affected the perception of VR technology among parents were categorized into themes: awareness of VR learning applications, availability, disadvantages of SVVR, and technical issues related to the SVVR transportation model. Factors that positively affected the parents’ decision to adopt VR were immersion, realism, ease-of-use, enjoyment and motivation. To increase the adoption of VR by other parents of individuals with ASD, parents suggested that understanding of VR learning applications needs to increase, more teachers should be trained to use VR, the SVVR model should be improved, and there should be greater exposure to VR in schools and at home. Potential future life skills that need to be addressed through the VR technology were also identified. The findings of this study may help eliminate concerns about using VR technology as a therapy for ASD individuals and encourage more parents, teachers, and other stakeholders to adopt it

Virtual Reality as a Support Tool for the Treatment of People with Intellectual and Multiple Disabilities: A Systematic Literature Review

Since the emergence of virtual reality (VR) technologies, many researchers have argued on the benefits of their use for people with intellectual and multiple disabilities. However, up to this date there is not a single study that presents a detailed overview of the state of the art in virtual reality as a support tool for the treatment of people with intellectual and multiple disabilities, as well as Autism and Down Syndrome. The aim of this study is to provide a detailed overview of the state of the art in the virtual reality area focusing on people with multiple disabilities, that encompasses intellectual and physical disabilities. There is still no consensus on the effectiveness of VR-based treatments. Virtual reality can offer rich environment and features, but most of the researches focuses only in the experience to be inside a virtual place without taking advantage of what benefits VR provide us. Furthermore, most of our selected studies used non-immersive VR and AR. Thus, immersive VR is an open field with many opportunities to be explored. We believe VR has great potential to be effective in the treatment of people with intellectual and multiple disabilities

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

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

Neuroaffirmative Approaches to Extended Reality: Empowering Individuals with Autism Spectrum Condition through Immersive Learning Environments

Traditional teaching and working environments often prioritize extroverted qualities, disadvantaging individuals with conditions that impact social engagement, such as autism spectrum condition (ASC). These individuals usually thrive in calmer, low-key learning environments but face challenges in lecture-style classes, and traditional office environments leading to marginalization in academic and professional settings. This study explores the neuroaffirming potential of extended reality (XR) in creating immersive learning and working environments tailored to the unique needs of individuals with ASC. By focusing on four key factors—indirect social engagement, digital communication preferences, sensory sensitivity, and avatar-based communication—XR technologies can provide a supportive and accommodating environment for those with sensory processing disorders (SPD). As the metaverse and virtual reality (VR) technology advances, education and industry can harness social VR to prepare students for a future of work defined by virtual collaboration. This research investigates the transformative role of XR and the metaverse in promoting a more inclusive educational and professional landscape by adapting environments to empower individuals with ASC, enabling them to reach their full potential in a neuroaffirmative manner