[go: up one dir, main page]
More Web Proxy on the site http://driver.im/
Skip to main content

Scope of Virtual Reality to Autism Intervention

  • Chapter
  • First Online:
A Computational View of Autism

Abstract

With increased computing power, modern-day gadgets come with built-in rich graphics that can employ Virtual Reality (VR) to project realistic scenarios to the user. There had been a wide array of VR-based applications ranging from entertainment to intervention, education, rehabilitation, healthcare, etc. Specifically, VR-based applications are no more limited only in the area of expensive toys. Its applicability has transitioned to design of academic modules for education, serious games targeted towards intervention, game engines that can offer varying degrees of challenge to individuals with motor disorders, etc. Since the focus of this book is related to different aspects of autism, in this chapter, I will present VR-based applications targeted towards autism intervention. This chapter also offers a glimpse into the different types of VR-based platforms such as VR presented on a 2D monitor, Augment (Virtual) Reality and Mixed (Virtual) Reality used for training individuals with autism along with their merits and demerits.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save

Springer+ Basic
£29.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
GBP 19.95
Price includes VAT (United Kingdom)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
GBP 95.50
Price includes VAT (United Kingdom)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
GBP 119.99
Price includes VAT (United Kingdom)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
GBP 119.99
Price includes VAT (United Kingdom)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Abbott BB, Badia P (1986) Predictable versus unpredictable shock conditions and physiological measures of stress: a reply to Arthur. Psychol Bull 100:384–387

    Google Scholar 

  • Adjorlu A, Hoeg ER, Mangano L (2017) Daily living skills training in virtual reality to help children with autism spectrum disorder in a real shopping scenario. In: 2017 IEEE International Symposium on Mixed and Augmented Reality Adjunct Proceedings, pp 294–302

    Google Scholar 

  • Ai-Lim Lee E, Wong KW, Fung CC (2010) How does desktop virtual reality enhance learning outcomes? A structural equation modeling approach. Comput Educ 55:1424–1442

    Google Scholar 

  • Altanis G, Boloudakis M, Retalis S, Nikou N (2013) Children with motor impairments play a kinect learning game: first findings from a pilot case in an authentic classroom environment. Interact Des Arch 19:91–104

    Google Scholar 

  • Bai Z, Blackwell A, Coulouris G (2015) Using augmented reality to elicit pretend play for children with autism. IEEE Trans Vis Comput Graph 21(5):598–610

    Google Scholar 

  • Bandini LG, Gleason J, Curtin C, Lividini K, Anderson SE, Cermak SA, Maslin M, Must A (2012) Comparison of physical activity between children with autism spectrum disorders and typically developing children. Autism 17(1):44–54

    Google Scholar 

  • Baron-Cohen S (1987) Autism and symbolic play. Br J Dev Psychol 5:139–148

    Google Scholar 

  • Barsalou LW, Wiemer-Hastings K (2005) Situating abstract concepts. In: Pecher D, Zwaan RA (eds) Grounding cognition. Cambridge University Press, New York

    Google Scholar 

  • Ben Itzchak E, Lahat E, Burgin R, Zachor AD (2008) Cognitive, behavior, and intervention outcome in young children with autism. Res Dev Disabil 29:447–458

    Google Scholar 

  • Bergeron B (2006) Developing serious games (game development series)

    Google Scholar 

  • Bernard-Opitz V, Sriram N, Nakhoda-Sapuan S (2001) Enhancing social problem solving in children with autism and normal children through computer-assisted instruction. J Autism Dev Disord 31(4):377–384

    Google Scholar 

  • Bhattacharya A, Gelsomini M, Fuster PP, Abowd GD, Rozga A (2015) Designing motion-based activities to engage students with autism in classroom settings. In: IDC ‘15, 21–25 June 2015, Medford, MA

    Google Scholar 

  • Birchfield D, Mechtley B, Hatton S, Thornburg H (2008) Mixed-reality learning in the art museum context. In: Proceedings of ACM SIG Multimedia, Vancouver, Canada, October–November 2008

    Google Scholar 

  • Bozgeyikli E, Raij A, Katkoori S, Dubey R (2016) Locomotion in virtual reality for individuals with autism spectrum disorder. In: SUI’16, 15–16 October, Tokyo

    Google Scholar 

  • Broun TL (2004) Teaching students with autistic spectrum disorder to read: a visual approach. Teach Except Child 36(4):36–40

    Google Scholar 

  • Buckner RL, Carroll DC (2007) Self-projection and the brain. Trends Cogn Sci 1(2):49–57

    Google Scholar 

  • Casas X, Herrera G, Coma I, Fernández M (2012) A Kinect based augmented reality system for individuals with autism spectrum disorders. In: Proc. GRAPP/IVAPP 2012, SciTePress, pp 240–246

    Google Scholar 

  • Casasanto D (2009) Embodiment of abstract concepts: good and bad in right- and left-handers. J Exp Psychol Gen 138(3):351–367

    Google Scholar 

  • Catherine T, Roy E (2003) Visual teaching strategies for children with autism. Early Child Dev Care 173(4):425–433

    Google Scholar 

  • Chamberlain RS, Herman BH (1990) A novel biochemical model linking dysfunctions in brain melatonin, proopiomelanocortin peptides, and serotonin in autism. Biol Psychiatry 28(9):773–793

    Google Scholar 

  • Chen C-H, Lee I-J, Lin L-Y (2016) Augmented reality-based video-modeling storybook of nonverbal facial cues for children with autism spectrum disorder to improve their perceptions and judgments of facial expressions and emotions. Comput Hum Behav 55:477–485

    Google Scholar 

  • Cihak DF, Moore EJ, Wright RE, McMahon DD, Gibbons MM, Smith C (2016) Evaluating augmented reality to complete a chain task for elementary students with autism. J Spec Educ Technol 31(2):99–108

    Google Scholar 

  • Cohen S (1998) Targeting autism: what we know, don’t know, and can do to help young children with autism. University of California Press, Berkley, CA

    Google Scholar 

  • Colzato LS, van Leeuwen PJA, van den Wildenberg WPM, Hommel B (2010) DOOM’d to switch: superior cognitive flexibility in players of first person shooter games. Front Cogn 1:8

    Google Scholar 

  • Corbett BA, Schupp CW, Levine S, Mendoza S (2009) Comparing cortisol, stress and sensory sensitivity in children with autism. Autism Res 2(1):39–49

    Google Scholar 

  • Cromby JJ, Standen PJ, Brown DJ (1996) The potentials of virtual environments in the education and training of people with learning disabilities. J Intellect Disabil Res 40:489–501

    Google Scholar 

  • Crozier S, Sileo N (2005) Encouraging positive behaviour with social stories. Teach Except Child 37(6):26–31

    Google Scholar 

  • Dautenhahn K (1999) Robots as social actors: aurora and the case of autism. In: Proceedings Third Cognitive Technology Conference CT‘99, August, San Francisco

    Google Scholar 

  • Dettmer S, Simpson R, Myles B, Gantz J (2000) The use of visual supports to facilitate transition of students with autism. Focus Autism Other Dev Disabil 15(3):163–169

    Google Scholar 

  • Dieker LA, Hynes MC, Hughes CE, Smith E (2008) Implications of mixed reality and simulation technologies on special education and teacher preparation. Focus Except Child 40(6):1–20

    Google Scholar 

  • Dunn W, Brown C (1997) Factor analysis on the sensory profile from a national sample of children without disabilities. Am J Occup Ther 51(7):490–495

    Google Scholar 

  • Eycke KDT, Müller U (2015) Brief report: new evidence for a social-specific imagination deficit in children with autism spectrum disorder. J Autism Dev Disord 45(1):213–220

    Google Scholar 

  • Finkelstein SL, Nickel A, Barnes T, Suma EA (2010) Astrojumper: designing a virtual reality exergame to motivate children with autism to exercise. In: IEEE Virtual Reality, 20–24 March 2010, Waltham, MA, pp 267–268

    Google Scholar 

  • Garner M, Mogg K, Bradley BP (2006) Orienting and maintenance of gaze to facial expressions in social anxiety. J Abnorm Psychol 115(4):760–770

    Google Scholar 

  • Gee JP (2007) Good video games + good learning: collected essays on video games, learning, and literacy. P. Lang, New York

    Google Scholar 

  • Getchell N, Miccinello D, Blom M, Morris L, Szaroleta M (2012) Comparing energy expenditure in adolescents with and without autism while playing Nintendo®Wii™ games. Games Health J 1(1):58–61

    Google Scholar 

  • Gjevik E, Eldevik S, Fjæran-Granum T, Sponheim E (2011) Kiddie-SADS reveals high rates of DSM-IV disorders in children and adolescents with autism spectrum disorders. J Autism Dev Disord 41:761–769

    Google Scholar 

  • Graves L, Stratton G, Ridgers ND, Cable NT (2008) Energy expenditure in adolescents playing new generation computer games. Br J Sports Med 42(7):592–594

    Google Scholar 

  • Gutstein S et al (2002) relationship development intervention with young children social and emotional development activities for Asperger syndrome, autism, PDD, and NDL. Jessica Kingsley Publishers, London

    Google Scholar 

  • Halabi O, El-Seoud SA, Alja’am J, Alpona H, Al-Hemadi M, Al-Hassan D (2017) Design of immersive virtual reality system to improve communication skills in individuals with autism. IJET 12(05):50–64

    Google Scholar 

  • Herrera G, Jordan R, Gimeno J (2006) Exploring the advantages of augmented reality for intervention in ASD. In: Proceedings of the World Autism Congress, South Africa

    Google Scholar 

  • Herrera G, Alcantud F, Jordan R, Blanquer A, Labajo G, Pablo CD (2008) Development of symbolic play through the use of virtual reality tools in children with autistic spectrum disorders. Autism 12(2):143–157

    Google Scholar 

  • Hillman CH, Belopolsky AV, Snook EM, Kramer AF, McAuley E (2004) Physical activity and executive control: implications for increased cognitive health during older adulthood. Res Q Exerc Sport 75(2):176–185

    Google Scholar 

  • Hinkley T, Teychenne M, Downing KL, Ball K, Salmon J, Hesketh KD (2014) Early childhood physical activity, sedentary behaviors and psychosocial well-being: a systematic review. Prev Med 62:182–192

    Google Scholar 

  • Hodgdon L (2000) Visual strategies for improving communication: practical supports for school and home. Quirk Roberts, Troy, MI

    Google Scholar 

  • Hoffmann L (2009) Learning through games. Commun ACM 52(8):21–22

    Google Scholar 

  • Inman DP, Loge K (1995) Demonstrating and evaluating a virtual reality training program for teaching mobility skills to orthopedically impaired children. In: Third Annual International Conference on Virtual Reality and Persons with Disabilities, San Francisco, August 1995

    Google Scholar 

  • Iseminger SH (2009) Keys to success with autistic children: structure, predictability, and consistency are essential for students on the autism spectrum. Teach Music 16(6):28

    Google Scholar 

  • Ivey JK (2004) What do parents expect?: a study of likelihood and importance issues for children with autism spectrum disorders. Focus Autism Other Dev Disabil 19(1):27–33

    Google Scholar 

  • Jarrold C, Boucher J, Smith PK (1996) Generativity deficits in pretend play in autism. Br J Dev Psychol 14(3):275–300. https://doi.org/10.1111/j.2044-835X.1996.tb00706.x

    Article  Google Scholar 

  • Jones RA, Downing K, Rinehart NJ, Barnett LM, May T, McGillivray JA et al (2017) Physical activity, sedentary behavior and their correlates in children with autism spectrum disorder: a systematic review. PLoS One 12(2):e0172482. https://doi.org/10.1371/journal.pone.0172482

    Article  Google Scholar 

  • Joshi G, Petty C, Wozniak J, Henin A, Fried R et al (2010) The heavy burden of psychiatric comorbidity in youth with autism spectrum disorders: a large comparative study of a psychiatrically referred population. J Autism Dev Disord 40:1361–1370

    Google Scholar 

  • Kavanaugh RD, Harris PL (1994) Imagining the outcome of pretend transformations: assessing the competence of normal and autistic children. Dev Psychol 30:847–854

    Google Scholar 

  • Kenny MC, Bennett KD, Dougery J, Steele F (2013) Teaching general safety and body safety training skills to a Latino preschool male with autism. J Child Fam Stud 22(8):1092–1102

    Google Scholar 

  • Ketelhut DJ (2007) The impact of student self-efficacy on scientific inquiry skills: an exploratory investigation in River City, a multi-user virtual environment. J Sci Educ Technol 16(1):99–111

    Google Scholar 

  • Kreibig SD (2010) Autonomic nervous system activity in emotion: a review. Biol Psychol 84(3):394–421

    Google Scholar 

  • Kuriakose S, Lahiri U (2017) Design of a physiology-sensitive VR-based social communication platform for children with autism. IEEE Trans Neural Syst Rehabil Eng 25(8):1180–1191. https://doi.org/10.1109/TNSRE.2016.2613879

    Article  Google Scholar 

  • Kushki A, Drumm E, Mobarak MP, Tanel N, Dupuis A, Chau T, Anagnostou E (2013) Investigating the autonomic nervous system response to anxiety in children with autism spectrum disorders. PLoS One 8(4):e59730

    Google Scholar 

  • Kushki A et al (2015) A Kalman filtering framework for physiological detection of anxiety-related arousal in children with autism spectrum disorder. IEEE Trans Biomed Eng 62(3):990–1000

    Google Scholar 

  • Laky V, Lanyi CS (2003) To develop virtual reality worlds for treating agoraphobia and acrophobia. In: Proc. VRIC Virtual Reality International Conference, Laval, 2003, pp 127–133

    Google Scholar 

  • Lang R, Koegel L, Ashbaugh K, Regester A, Ence W, Smith W (2010) Physical exercise and individuals with autism spectrum disorders: a systematic review. Res Autism Spectr Disord 4(4):565–576

    Google Scholar 

  • LaViola JJ (2000) A discussion of cybersickness in virtual environments. ACM SIGCHI Bull 32(1):47–56

    Google Scholar 

  • Leslie AM (1987) Pretence and representation: the origins of “theory of mind”. Psychol Rev 94:412–426

    Google Scholar 

  • Leyfer OT, Folstein SE, Bacalman S, Davis NO, Dinh E et al (2006) Comorbid psychiatric disorders in children with autism: interview development and rates of disorders. J Autism Dev Disord 36:849–861

    Google Scholar 

  • Lind SE, Williams DM (2012) The association between past and future oriented thinking: evidence from autism spectrum disorder. Learn Motiv 43:231–240

    Google Scholar 

  • Lind SE, Williams DM, Raber J, Peel A, Bowler DM (2013) Spatial navigation impairments among intellectually high-functioning adults with autism spectrum disorder: exploring relations with theory of mind, episodic memory, and episodic future thinking. J Abnorm Psychol 122(4):1189–1199

    Google Scholar 

  • Lord C, Rutter M, DiLavore P, Risi S (2001) Autism diagnostic observation schedule-WPS edition. Western Psychological Services, Los Angeles, CA

    Google Scholar 

  • Maskey M, Lowry J, Rodgers J, McConachie H, Parr JR (2014) Reducing specific phobia/fear in young people with autism spectrum disorders (ASDs) through a virtual reality environment intervention. PLoS One 9:e100374. https://doi.org/10.1371/journal.pone.0100374

    Article  Google Scholar 

  • Matsentidou S, Poullis C (2014) Immersive visualizations in a VR Cave environment for the training and enhancement of social skills for children with autism. In: 2014 International Conference on Computer Vision Theory and Applications (VISAPP), Lisbon, 2014, pp 230–236

    Google Scholar 

  • Mattila M-L, Hurtig T, Haapsamo H, Jussila K, Kuusikko-Gauffin S et al (2010) Comorbid psychiatric disorders associated with Asperger syndrome/high-functioning autism: a community- and clinic-based study. J Autism Dev Disord 40:1080–1093

    Google Scholar 

  • Mayes SD, Calhoun SL, Aggarwal R, Baker C, Mathapati S et al (2013) Unusual fears in children with autism. Res Autism Spectr Disord 7:151–158

    Google Scholar 

  • Mazzone L, Postorino V, De Peppo L, Fatta L, Lucarelli V, Reale L, Giovagnoli G, Vicari S (2013) Mood symptoms in children and adolescents with. Autism Spectr Disord Res Dev Disabil 34(11):3699–3708

    Google Scholar 

  • McComas J, Mackay M, Pivik J (2002) Effectiveness of virtual reality for teaching pedestrian safety. Cyberpsychol Behav 5(3):185–190

    Google Scholar 

  • Milgram P, Kishino F (1994) A taxonomy of mixed reality visual displays. In: IEICE Transactions on Information Systems, Vol E77-D, No. 12, December 1994

    Google Scholar 

  • Must A, Phillips SM, Curtin C, Anderson SE, Maslin M, Lividini K, Bandini LG (2013) Comparison of sedentary behaviors between children with autism spectrum disorders and typically developing children. Autism 18(4):376–384

    Google Scholar 

  • Nally B, Houlton B, Ralph S, Mudford O (2000) Researches in brief: the management of television and video by parents of children with autism. Autism 4(3):331–338

    Google Scholar 

  • Norbury CF, Brock J, Cragg L, Einav S, Griffiths H, Nation K (2009) Eye movement patterns are associated with communicative competence in autistic spectrum disorders. J Child Psychol Psychiatry 50(7):834–842

    Google Scholar 

  • Orth T (2003) Diet & nutrition: teaching anyone to cook for themselves. Except Parent 33(2):30–34

    Google Scholar 

  • Pan CY (2008) Objectively measured physical activity between children with autism spectrum disorders and children without disabilities during inclusive recess settings in Taiwan. J Autism Dev Disord 38(7):1292–1301

    Google Scholar 

  • Parés N, Masri P, van Wolferen G, Creed C (2005) Achieving dialogue with children with severe autism in an adaptive multisensory interaction: the “MEDIATE” project. IEEE Trans Vis Comput Graph 11(6):734–742

    Google Scholar 

  • Park D, Youderian P (1974) Light and number: ordering principles in the world of an autistic child. J Autism Child Schizophr 4:313–323

    Google Scholar 

  • Parsons S, Mitchell P (2002) The potential of virtual reality in social skills training for people with autistic spectrum disorders. J Intellect Disabil Res 46:430–443

    Google Scholar 

  • Parsons TD, Rizzo AA (2008) Affective outcomes of virtual reality exposure therapy for anxiety and specific phobias: a meta-analysis. J Behav Ther Exp Psychiatry 39:250–261

    Google Scholar 

  • Parsons S, Mitchell P, Leonard A (2004) The use and understanding of virtual environments by adolescents with autistic spectrum disorders. J Autism Dev Disord 34(4):449–466

    Google Scholar 

  • Parsons S, Mitchell P, Leonard A (2005) Do adolescents with autistic spectrum disorders adhere to social conventions in virtual environments? Autism 9:95–117

    Google Scholar 

  • Pas ET, Johnson SR, Larson KE, Brandenburg L, Church R, Bradshaw CP (2016) Reducing behavior problems among students with autism spectrum disorder: coaching teachers in a mixed-reality setting. J Autism Dev Disord 46(12):3640–3652

    Google Scholar 

  • Paynter J, Peterson CC (2013) Further evidence of benefits of thought-bubble training for theory of mind development in children with autism spectrum disorders. Res Autism Spectr Disord 7(2):344–348

    Google Scholar 

  • Peeters T (1997) Autism: from theoretical understanding to educational intervention. Singular Publishing Group, San Diego, CA

    Google Scholar 

  • Perner J, Frith U, Leslie AM, Leekam SR (1989) Exploration of the autistic child’s theory of mind: knowledge, belief and communication. Child Dev 60:689–700

    Google Scholar 

  • Piaget J (1952) The origins of intelligence in children. Norton, New York

    Google Scholar 

  • Pirker J, Gütl C, Belcher JW, Bailey PH (2013) Design and evaluation of a learner-centric immersive virtual learning environment for physics education. In: SouthCHI 2013, LNCS 7946, pp 551–561

    Google Scholar 

  • Pot-Kolder R, Veling W, Counotte J, van der Gaag M (2018) Anxiety partially mediates cybersickness symptoms in immersive virtual reality environments. Cyberpsychol Behav Soc Netw 21(3):187–193

    Google Scholar 

  • Prior M, Hoffman W (1990) Neuropsychological testing of autistic children through an exploration with frontal lobe tests. J Autism Dev Disord 20:581–590. https://doi.org/10.1007/BF02216063

  • Raj P, Oza P, Lahiri U (2017) Gaze-sensitive virtual reality based social communication platform for individuals with autism. IEEE Trans Affect Comput 9(4):450–462. https://doi.org/10.1109/TAFFC.2016.2641422

    Article  Google Scholar 

  • Rebenitsch L, Owen C (2016) Review on cybersickness in applications and visual displays. Virtual Reality 20(2):101–125

    Google Scholar 

  • Ricciardi JN, Luiselli JK, Camare M (2006) Shaping approach responses as intervention for specific phobia in a child with autism. J Appl Behav Anal 39(4):445–448

    Google Scholar 

  • Rizzo A, Difede J, Rothbaum BO, Daughtry JM, Reger G (2013) Virtual reality as a tool for delivering PTSD exposure therapy. In: Post-traumatic stress disorder: future directions in prevention, diagnosis, and treatment. Springer, New York, NY

    Google Scholar 

  • Rose D, Foreman N (1999) Virtual reality. Psychologist 12(11):550–554

    Google Scholar 

  • Rusch FR, Cimera RE, Millar DS et al (2002) Crossing streets: a K–12 virtual reality application for understanding knowledge acquisition. [On-line]. http://archive.ncsa.uiuc.edu/Edu/RSE/VR/trivr.html

  • Rutherford MD, Rogers SJ (2003) Cognitive underpinnings of pretend play in autism. J Autism Dev Disord 33(3):289–302

    Google Scholar 

  • Rutter M, Le Couteur A, Lord C (2003) Autism diagnostic interview-revised. Western Psychological Services, Los Angeles, CA

    Google Scholar 

  • Saiano M, Pellegrino L, Casadio M, Summa S, Garbarino E, Rossi V, Agata DD, Sanguineti V (2015) Natural interfaces and virtual environments for the acquisition of street crossing and path following skills in adults with autism Spectrum disorders: a feasibility study. J Neuroeng Rehabil 12:17

    Google Scholar 

  • Salvatore S (1974) The ability of elementary and secondary school children to sense oncoming car velocity. J Saf Res 6:118–125

    Google Scholar 

  • Sandles S (1975) Children in traffic. Elek, London

    Google Scholar 

  • Sandlund M, Hoshi K, Waterworth EL, Hager-Ross C (2009) A conceptual framework for design of interactive computer play in rehabilitation of children with sensorimotor disorders. Phys Ther Rev 14(5):348–354

    Google Scholar 

  • Schreibman L, Koegel RL (2005) Training for parents of children with autism: pivotal responses, generalization, and individualization of interventions. In: Hibbs ED, Jensen PS (eds) Psychosocial treatments for child and adolescent disorders: empirically based strategies for clinical practice. American Psychological Association, Washington, DC, pp 605–631

    Google Scholar 

  • Self T, Scudder RR, Weheba G, Crumrine D (2007) A virtual approach to teaching safety skills to children with autism spectrum disorder. Top Lang Disord 27(3):242–253

    Google Scholar 

  • Sherman WR, Craig AB (2003) Understanding virtual reality: interface, application, and design. Morgan Kaufmann Publishers, Boston

    Google Scholar 

  • Shyman E (2012) Teacher education in autism spectrum disorders: a potential blueprint. Edu Train Autism Dev Disabil 47:187–197

    Google Scholar 

  • Silver M, Oakes P (2001) Evaluation of a new computer intervention to teach people with autism or Asperger syndrome to recognize and predict emotions in others. Autism 5(3):299–316

    Google Scholar 

  • Sinha P, Kjelgaard MM, Gandhi TK, Tsourides K, Cardinaux AL, Pantazis D, Diamond SP, Held RM (2014) Autism as a disorder of prediction. Proc Natl Acad Sci USA 111(42):15220–15225

    Google Scholar 

  • Smallwood SR, Morris MM, Fallows SJ, Buckley JP (2012) Physiologic responses and energy expenditure of Kinect active video game play in schoolchildren. Arch Pediatr Adolesc Med 166(11):1005–1009

    Google Scholar 

  • Smith IM, Bryson SE (1994) Imitation and action in autism: a critical review. Psychol Bull 116(2):259–273

    Google Scholar 

  • Stahmer AC, Collings NM, Palinkas LA (2005) Early intervention practices for children with autism: descriptions from community providers. Focus Autism Other Dev Disabil 20:66–79

    Google Scholar 

  • Stahmer AC, Schreibman L, Cunningham AB (2011) Toward a technology of treatment individualization for young children with autism spectrum disorders. Brain Res 1380:229–239

    Google Scholar 

  • Standen PJ, Brown DJ (2005) Virtual reality in the rehabilitation of people with intellectual disabilities: review. Cyberpsychol Behav 8(3):272–282; discussion 283–288

    Google Scholar 

  • Steinhauer GD (1984) Preference for predictable small rewards over unpredictable larger rewards. Psychol Rep 54:467–471

    Google Scholar 

  • Strickland D (1997) Virtual reality for the treatment of autism. In: Riva G (ed) Virtual reality in neuropsycho-physiology. IOS Press, Amsterdam, pp 81–86

    Google Scholar 

  • Strickland D, Mesibov GB, Hogan K (1996) Two case studies using virtual reality as a learning tool for autistic children. J Autism Dev Disord 26:651–659

    Google Scholar 

  • Strickland DC, McAllister D, Coles CD, Osborne S (2007) An evolution of virtual reality training designs for children with autism and fetal alcohol spectrum disorders. Top Lang Disord 27(3):222–237

    Google Scholar 

  • Sullivan T, Bradshaw CP (2012) Introduction to the special issue of behavioral disorders: serving the needs of youth with disabilities through school-based violence prevention efforts. Behav Disord 37(3):129–132

    Google Scholar 

  • Summers J, Tarbox J, Findel-Pyles RS, Wilke AE, Bergstrom R, Williams WL (2011) Teaching two household safety skills to children with autism. Res Autism Spectr Disord 5:629–632

    Google Scholar 

  • Swettenham J (1996) Can children with autism be taught to understand false belief using computers? J Child Psychol Psychiatry 37(2):157–165

    Google Scholar 

  • Tartaro A, Cassell J (2007) Using virtual peer technology as an intervention for children with autism. In: Lazar J (ed) Towards universal usability: designing computer interfaces for diverse user populations. Wiley, Chichester

    Google Scholar 

  • Taylor M (2013) Transcending time, place, and/or circumstance: an introduction. In: Taylor M (ed) The Oxford handbook of the development of imagination. Oxford University Press, New York, NY, pp 3–10

    Google Scholar 

  • Tentori M, Escobedo L, Balderas G (2015) A smart environment for children with autism. IEEE Pervasive Comput 14:42–50

    Google Scholar 

  • Thomdyke PW, Hayes-Roth B (1982) Differences in spatial knowledge acquired from maps and navigation. Cogn Psychol 14:560–589

    Google Scholar 

  • Tiator M, Kose O, Wiche R, Geiger C, Dorn F (2018) Trampoline jumping with a head-mounted display in virtual reality entertainment. In: Intelligent Technologies for Interactive Entertainment, pp 105–119

    Google Scholar 

  • Tolentino L et al (2009) Teaching and learning in the mixed reality science classroom. J Sci Educ Technol 18:6

    Google Scholar 

  • Tolentino L, Savvides P, Birchfield D (2010) Applying game design principles to social skills learning for students in special education. In: FDG 2010, 19–21 June, Monterey, CA

    Google Scholar 

  • Tolman EC (1948) Cognitive maps in rats and men. Psychol Rev 55:189–208

    Google Scholar 

  • Trepagnier CY, Sebrechts MM, Finkelmeyer A, Stewart W, Woodford J, Coleman M (2006) Simulating social interaction to address deficits of autistic spectrum disorder in children. Cyberpsych Behav 9(2):213–217

    Google Scholar 

  • Tsai YF, Viirre E, Strychacz C, Chase B, Jung TP (2007) Task performance and eye activity: predicting behavior relating to cognitive workload. Aviat Space Environ Med 78(Suppl 1):B176–B185

    Google Scholar 

  • Vafadar M (2013) VR: opportunities and challenges. History of VR and its use in medicine

    Google Scholar 

  • Volkmar FR, Wiesner LA (2009) A practical guide to autism: what every parent, family member and teacher needs to know, 1st edn. John Wiley and Sons, Inc., Hoboken, NJ, 610 pp. ISBN 978-0-470-39473-1

    Google Scholar 

  • Wellman HM, Baron-Cohen S, Caswell R, Gomez JC, Swettenham J, Toye E, Lagattuta K (2002) Thought-bubbles help children with autism acquire an alternative to a theory of mind. Autism 6(4):343–363

    Google Scholar 

  • Williams DM (2010) Theory of own mind in autism: evidence of a specific deficit in self-awareness? Autism 14(5):474–494. ISSN 1461-7005

    Google Scholar 

  • Witwer AN, Lecavalier L (2010) Validity of comorbid psychiatric disorders in youngsters with autism spectrum disorders. J Dev Phys Disabil 22:367–380

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Lahiri, U. (2020). Scope of Virtual Reality to Autism Intervention. In: A Computational View of Autism. Springer, Cham. https://doi.org/10.1007/978-3-030-40237-2_4

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-40237-2_4

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-40236-5

  • Online ISBN: 978-3-030-40237-2

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics