Virtual Reality in Transition Program for Adults with Autism: Self-Efficacy, Confidence, and Interview Skills

2018 ◽  
Vol 23 (4) ◽  
pp. 423-431 ◽  
Author(s):  
Deborah M. Ward ◽  
M. C. Kate Esposito
2021 ◽  
pp. 003329412199102
Author(s):  
Ashleigh Hillier ◽  
Nataliya Poto ◽  
David Schena ◽  
Jessica Dorey ◽  
Abigail Buckingham ◽  
...  

There is considerable need to identify effective service provision models to support adults on the autism spectrum as they seek to lead independent lives. This study outlines an individualized life skills coaching program for adults with autism, “LifeMAP”, and the experiences and perspectives of the coaches. Responses on a tailored questionnaire provided detailed insight into how the coaches were performing their job, the strategies they utilized, reasons for client success and difficulty, challenges faced by the coaches, and ways they were supported by program staff. Coaches’ job self-efficacy and satisfaction were also examined. This study serves as a preliminary examination of individualized coaching for adults with autism from the coaches’ perspective.


2021 ◽  
Vol 48 (4) ◽  
pp. 431-439
Author(s):  
Susan Birkhoff ◽  
Cynthia Waddington ◽  
Jordan Williams ◽  
Leslie Verucci ◽  
Maureen Dominelli ◽  
...  

2020 ◽  
Vol 77 (4) ◽  
pp. 947-952 ◽  
Author(s):  
Erika R. Francis ◽  
Stephanie Bernard ◽  
Morgan L. Nowak ◽  
Sarah Daniel ◽  
Johnathan A. Bernard

2019 ◽  
Vol 142 (5) ◽  
Author(s):  
John K. Ostrander ◽  
Conrad S. Tucker ◽  
Timothy W. Simpson ◽  
Nicholas A. Meisel

Abstract Limited academic course offerings and high barriers to incorporate industrial additive manufacturing (AM) systems into education has led to an underserved demand for a highly skilled AM workforce. In this research, virtual reality (VR) is proposed as a medium to help teach introductory concepts of AM in an interactive, scalable manner. Before implementing VR as a standard tool to teach introductory concepts of AM, we must evaluate the effectiveness of this medium for the subject. We test the hypothesis that VR can be used to teach students introductory concepts of AM in a way that is as effective as teaching the same concepts in a real-world physical setting. The research also explores differences in learning between participants who engage in a hands-on interactive lesson and participants who engage in a hands-off passive lesson. The study assesses participants’ AM knowledge through pre-/post-AM lesson evaluation. AM conceptual knowledge gained and changes in self-efficacy are evaluated to make an argument for the effectiveness of VR as an AM learning tool. Our findings in this research indicate that both interactive and passive VR may be indeed used to effectively teach introductory concepts of AM; we also found advantages to using interactive VR for improving AM self-efficacy.


2020 ◽  
Author(s):  
Yi Long ◽  
Rangge Ouyang ◽  
Jiaqi Zhang

Abstract Background—Virtual reality (VR) has been broadly applied in post-stroke rehabilitation. However, studies on occupational performance and self-efficacy as primary outcomes of stroke rehabilitation using VR are lacking. Thus, this study aims to investigate the effects of VR training on occupational performance and self-efficacy in patients with stroke.Methods—This was an assessor-blinded, randomized controlled trial. Sixty participants with first-ever stroke (< 1-year onset) underwent rehabilitation in a single acute hospital. Participants were randomly assigned to either the VR group (n = 30) or control group (n = 30). Both groups received dose-matched conventional rehabilitation (i.e., 45 min, five times per week over 3 weeks). The VR group received additional 45-min VR training for five weekdays over 3 weeks. The primary outcome measures were the Canadian Occupational Performance Measure and Stroke Self-Efficacy Questionnaire. Secondary outcome measures included Modified Barthel Index, Fugl-Meyer Assessment-Upper Extremity, and Functional Test for the Hemiplegic Upper Extremity. The assessment was conducted at baseline and after the 3-week intervention.Results—A total of 52 participants (86.7%) completed the trial. Significant between-group differences in Stroke Self-Efficacy Questionnaire (Median Difference = 8, P = 0.043) and Modified Barthel Index (Median Difference = 10, P = 0.030) were found; however, no significant between-group differences in Canadian Occupational Performance Measure, Fugl-Meyer Assessment-Upper Extremity, and Functional Test for the Hemiplegic Upper Extremity were noted. No serious adverse reactions related to the program were reported.Conclusions—Additional VR training could help improve the self-efficacy and activities of daily living of patients with stroke; however, it was not superior to conventional training in the improvement of upper limb functions, occupational performance, and satisfaction. Nevertheless, VR could be integrated into conventional rehabilitation programs to enhance self-efficacy of patients after stroke.Trial Registration—This study was successfully registered under the title “Effects of virtual reality training on occupational performance and self-efficacy of patients with stroke” on October 13 2019 and could be located in http://www.chictr.org with the study identifier ChiCTR1900026550.


2019 ◽  
Vol 4 (1) ◽  
pp. 39-57
Author(s):  
سید احمد موسوی ◽  
شهبازی مهدی ◽  
الهه عرب عامری ◽  
الهام شیرزاد عراقی

2021 ◽  
Vol 7 (1) ◽  
pp. 23-34
Author(s):  
Agus Setyo Budi ◽  
Dadan Sumardani ◽  
Dewi Muliyati ◽  
Fauzi Bakri ◽  
Po-Sheng Chiu ◽  
...  

This study aims to disclose how virtual reality technology has been applied to studies of learning and the possibility of virtual reality by reviewing studies that have employed the virtual reality approach. A total of 15 papers were selected from the Scopus Index database from 2015 to 2020. Content analysis showed that virtual reality and physics learning had received the most attention under the theme of student perception, especially in self-efficacy and experience, followed by satisfaction, motivation, and engagement. Trends of research development show that the use of virtual reality has proliferated recently. Moreover, HTC Vive is the most powerful device to conduct the VR study for the tool device. This study concludes that virtual reality technology provides a promising media for educational researchers.


Sign in / Sign up

Export Citation Format

Share Document