Rajendran, G

English

Individuals with autism spectrum disorders supposedly have an affinity with ICT, making it an ideally suited media for this population. Virtual environments (VEs) – both two dimensional and immersive – represent a particular kind of ICT that might be of special benefit. Specifically, this paper discusses the importance of psychological theory for VE designed for this population. I describe the contribution that different theories of autism (e.g., theory of mind, executive function, weak central coherence theory) have made and can make, as well as the potential of other non-autism-specific theories (e.g., embodied cognition). These technologies not only illuminate our understanding of autism, but they can also be used to develop new technologies for people without autism. So, as well as being an area of specialism, I argue that VE research in autism has extended – and will go onto – the boundaries of human–computer interaction more generally. This is because autism provides a unique window into human social communication and learning. Further, this field offers a chance for better inclusivity for individuals with autism within a digital society

Heriot Watt Pure

Virtual environments and autism: a developmental psychopathological approach

Affective issues in learning technologies: Emotional responses to technology and technology’s role in supporting socio-emotional skills.

Agency. Its role in mental development.

Altered connectivity and action model formation in autism is autism.

An experimental study of apparent behavior.

Annual research review: Re-thinking the classiﬁcation of autism spectrum disorders.

Attention, joint attention, and social cognition. Current Directions in

Attributing social meaning to ambiguous visual stimuli in higher-functioning autism and Asperger syndrome: The social attribution task.

Autism: Explaining the enigma.

Bridging the research-to-practice gap in autism intervention: An application of diffusion of innovation theory.

Can children with autism be taught to understand false belief using computers?

Can we teach children with autism to understand emotions, belief, or pretence? Development and Psychopathology,

Cognitive theories of autism.

Collaboration and perspective-taking in collaborative virtual environments by young people with autism spectrum conditions: A pilot study. Paper presented at the International Meeting for Autism Research,

Computer support for peer-based methodology tutorials.

Deﬁning and quantifying the social phenotype in autism.

Developing technology for autism: An interdisciplinary approach.

Effect of self-initiated locomotion on infant search activity.

Embodied and disembodied cognition: Spatial perspective-taking.

Embodied communication: Speakers’ gestures affect listeners’ actions.

Embodiment as a means for scaffolding young children’s social skill acquisition.

Enhanced perceptual functioning in autism: An update, and eight principles of autistic perception.

Evaluating the theory of executive dysfunction in autism.

Exploring the social competence of students with autism spectrum conditions in a collaborative virtual learning environment – The pilot study.

Fast-mapping in young children with autism spectrum disorders.

Feeling robots and human zombies: Mind perception and the uncanny valley. Virtual environments and autism 11 ©

Financial issues associated with having a child with autism.

From single to multiple deﬁcit models of developmental disorders.

How do individuals with Asperger syndrome respond to nonliteral language and inappropriate requests in computer-mediated communication?

Imitation in autism: Findings and controversies. In

In search of the uncanny valley.

Infant and toddler oraland manual-motor skills predict later speech ﬂuency in autism.

Investigating multitasking in high-functioning adolescents with autism spectrum disorders using the virtual errands task.

Joint attention, socialcognition, and recognition memory in adults.

Managing aggressive behaviour in care settings: Understanding and applying low arousal approaches.

Montessori: The science behind the genius.

Mutual eye gaze facilitates person categorization for typically developing children, but not for children with autism.

Naturalizing cognition: The integration of cognitive science and biology.

Nuevas perspectivas de futuro (pp. 47–63). Madrid: Edit Real Patronato sobre Discapacidad. Ministerio de Trabajo y Asuntos Sociales. Gobierno de España. Depósito legal:

One-yearolds comprehend the communicative intentions behind gestures in a hiding game.

Origins of human communication.

Participatory design in the development of innovative technologies for children and young people on the autism spectrum: The COSPATIAL project.

Perceptual role-taking and protodeclarative pointing in autism.

Practitioner review: Psychological and educational treatments for autism.

Reduced generalization in autism: An alternative to weak central coherence. In

Shape constancy in autism: The role of prior knowledge and perspective cues.

Social skills interventions for children with Asperger’s syndrome or high-functioning autism: A review and recommendations.

Socioemotional engagement, joint attention, imitation, and conversation skill: Analysis in typical development and speciﬁc language impairment.

State-of-the-art of virtual reality technologies for children on the autism spectrum.

Stereotyped behaviour in children with autism and intellectual disability: An examination of the executive dysfunction hypothesis.

Testing autism interventions: Trials and tribulations.

Text chat as a tool for referential questioning in Asperger syndrome.

The development of communication: Competence as a function of age.

The development of core cognitive skills in autism: A 3-year prospective study.

The emergence of developmental psychopathology.

The enactive mind, or from actions to cognition: Lessons from autism.

The language and thought of the child.

The potential of virtual reality in social skills training for people with autistic spectrum disorders.

The uncanny valley.

Time to give up on a single explanation for autism.

Using virtual environments for teaching social understanding to 6 adolescents with autistic spectrum disorders.

Using virtual environments in the assessment of executive dysfunction. Presence: Teleoperators and Virtual Environments,

Videogames and young people with developmental disorders.

Virtual environments for social skills training: Comments from two adolescents with autistic spectrum disorder.

Virtual environments for the investigation and rehabilitation of cognitive and perceptual impairments.

Virtual reality: A fascinating tool for motor rehabilitation (to be used with caution).

Why is joint attention a pivotal skill in autism?

Virtual environments and autism: a developmental psychopathological approach

Abstract

Similar works

Full text

Available Versions

Heriot Watt Pure

Heriot Watt Pure