Head-mounted display-based virtual reality as a tool to reduce disruptive behavior in a student diagnosed with autism spectrum disorder

In this paper, we present a study investigating the feasibility of using Virtual Reality (VR) to reduce disruptive classroom behavior of a child diagnosed with Autism Spectrum Disorder (ASD). The child shows extensive, aggressive behavior in the classroom, making it hard for the teacher to teach him and his classmates. Even when receiving one-to-one lectures by a professional teacher, without the presence of other students, the child shows disruptive behavior. However, when receiving lectures in a virtual environment by a teacher, the child was calm, focused, and capable of working on his assignments without showing any disruptive behaviors. Even if the study has been applied to one single child, the promising results can be extended to more children showing similar behaviors