Autism and virtual reality head-mounted displays: a state of the art systematic review

2018 ◽  
Vol 12 (3) ◽  
pp. 101-113 ◽  
Author(s):  
Ryan Bradley ◽  
Nigel Newbutt
Keyword(s):  
Virtual Reality ◽  
Empirical Studies ◽  
Skills Training ◽  
Evidence Base ◽  
Autism Spectrum ◽  
Application Technology ◽  
Content Type ◽  
Wide Range ◽  
Head Mounted Displays ◽  
Autistic Population

Purpose The use of virtual reality (VR) technologies in the education of autistic children has been a focus of research for over two decades. It is argued that this form of technology can provide authentic “real world” contexts that target social and life skills training in safe, controllable and repeatable virtual environments. The development of affordable VR head-mounted displays (HMD), such as Google cardboard and Oculus Rift, has seen a renewed interest in their use for a wide range of applications, including the education of autistic individuals. The paper aims to discuss these issues. Design/methodology/approach A systematic search of electronic databases focussing on empirical studies on the use of VR-HMD for children and adults on the autism spectrum was undertaken. Findings A review of the literature identified a limited number of studies in this field characterised by differences in the type of application, technology used and participant characteristics. Research limitations/implications Whilst there are some grounds for optimism, more research is needed on the use of this technology within educational settings to ensure robust recommendations can be made on the implementation, use and sustainability of this approach. Originality/value This paper is the first to consider the evidence base for the use of VR-HMD technology to support the needs of the autistic population.

Conversation skills training for people with autism through virtual reality: using responsible research and innovation approach

2019 ◽  
Vol 6 (1) ◽  
pp. 3-16 ◽  
Author(s):  
Yurgos Politis ◽  
Connie Sung ◽  
Lizbeth Goodman ◽  
Michael Leahy
Keyword(s):  
Virtual Reality ◽  
Participatory Design ◽  
Skills Training ◽  
Autism Spectrum ◽  
Responsible Research And Innovation ◽  
Content Type ◽  
Baseline Design ◽  
Conversation Skills ◽  
Research And Innovation ◽  
Responsible Research

PurposeUsers’ role in co-designing products has changed: from influencing outcomes to influencing development/design; from standardizing to customising products/outcomes; from participating to engaging designers/developers. Although this participatory design (PD) approach makes users’ role more prominent it has been under-utilised for the technological development of products for people with neurodevelopmental disabilities (NDD). The purpose of this paper is to present a responsible research and innovation example, in conversation skills training for people with autism, using virtual reality (VR).Design/methodology/approachThe PD approach was adopted during the iterative development of the virtual world and training materials. Multiple baseline design was utilised consisting of three participants on the mild/moderate end of the autism spectrum. Participants joined 15–16 sessions over four phases of structured conversations, delivered both face-to-face and virtually.FindingsThe feedback sessions revealed that the participants felt VR has the potential in providing training for people with autism spectrum disorders. Moreover, they thought delivering the training in three formats could enhance their learning, since PowerPoints, videos and chatbot would represent teaching, showing and practicing, respectively.Social implicationsPD promotes a “one-size-fits-one approach”, cultivating agile, inclusive, responsive design approaches for people with NDDs, so that outcome meets their needs and preferences, while VR training allows for a wider implementation, benefiting a wider range of learners.Originality/valueThe RRI approach increases the inclusion of people with disabilities in the decision-making process through dialogue with “experts”, making their role more visible, fostering an ethical and sustainable innovation process, leading to more desirable outcomes.

Intellectual capital and performance

2018 ◽  
Vol 19 (2) ◽  
pp. 407-452 ◽  
Author(s):  
Eugénia Pedro ◽  
João Leitão ◽  
Helena Alves
Keyword(s):  
Intellectual Capital ◽  
Research Question ◽  
Empirical Studies ◽  
Content Type ◽  
Wide Range ◽  
Depth Study ◽  
Global Vision ◽  
Customer Capital ◽  
And Performance ◽  
The Relationship

Purpose The purpose of this paper is to determine the predominant classification of intellectual capital (IC), in terms of components, using the literature of reference on the relationship between IC and performance and considering multi-dimensional analysis axes (MAAs): organisational, regional and national. Design/methodology/approach A systematic literature review (SLR) is presented focussing on empirical studies on IC published in the period 1960-2016. A protocol for action is defined and a research question is raised, gathering data from the databases of: Web of Science, Scopus and Google Scholar. A social network analysis is also provided to determine the type of networks embracing groups, IC individual components and performance type. Findings Of the 777 papers included in the SLR, 189 deal with the relationship between IC and performance. The paper highlights the greater development of empirical studies starting from 2004; the organisational MAA is the most studied. The most frequently used groups of components in studies dealing with IC’s influence on performance corresponds to a triad of human capital; structural (organisational or process) capital; and relational (social or customer) capital, which determine positively the performance of organisations/regions/countries, but their influence is not linear and depends on various factors associated with the context and surrounding environment. Practical implications This study has wide-ranging implications for politicians/governments, managers and academics, providing empirical evidence about the relationships between the components of IC and performance, by MAAs, and a global vision and better understanding of how those IC components have developed and how they are related to performance. Originality/value Due to the high number of references covering a wide range of disciplines and the various dimensions (e.g. organisational, regional and national) that form IC, it becomes fundamental to carry out an SRL and systematise its MAAs to deepen knowledge about what has been discovered/developed in this domain, in terms of empirical studies, in order to situate the topic in a wider theoretical-practical context. The paper is exceptionally wide-ranging, covering the period 1960-2016. It is one of the first clarifying studies on systemisation of the literature on IC, by MAA, and an in-depth study of IC’s impact on the performance of organisations/regions and countries which may serve as a guideline for future studies using the taxonomy proposed.

Autism spectrum mixed neurodevelopmental disorder associated with 6q27 deletion and multiple copies within 20q11.23: a case study

2014 ◽  
Vol 8 (3) ◽  
pp. 210-215
Author(s):  
Stephen Hopkins ◽  
Jeremy Turk ◽  
Adeniyi Daramola ◽  
Marinos Kyriakopoulos
Keyword(s):  
Neurodevelopmental Disorder ◽  
Autism Spectrum ◽  
Copy Number Variations ◽  
Comparative Genomic Hybridisation ◽  
Comparative Genomic ◽  
Content Type ◽  
Effective Strategies ◽  
Wide Range ◽  
Multiple Copies

Purpose – Copy Number Variations (CNVs) are not infrequently observed in aberrant neurodevelopment. CNVs can alter gene expression and have been linked to a wide range of neuropsychiatric disorders. The purpose of this case study is to report the association of CNVs with a mixed neurodevelopmental disorder. Design/methodology/approach – Array-Comparative Genomic Hybridisation analysis was carried out in a case of an eight-year-old boy presenting with a mixed neurodevelopmental disorder including autism spectrum disorder, intellectual disability, tic disorder, anxiety and severe aggression. The child's parents also underwent the same investigation. Findings – A 6q27 deletion and multiple copies within 20q11.23 were identified. The boy's father shared the 6q27 deletion and his mother also had multiple copies within 20q11.23. Originality/value – This is the first report linking the combination of 6p27 and 20q11 CNVs with a mixed neurodevelopmental presentation. Identifying CNVs that may underlie aberrant neurodevelopment is likely to assist in unravelling the aetiology of neurodevelopmental and psychiatric disorders and lead to more effective strategies for their characterisation and management.

Application of virtual reality in people with ASD from 1996 to 2019

2020 ◽  
Vol 14 (2) ◽  
pp. 99-114
Author(s):  
Gonzalo Lorenzo ◽  
Alejandro Lorenzo-Lledó ◽  
Asunción Lledó ◽  
Elena Pérez-Vázquez
Keyword(s):  
Virtual Reality ◽  
Design Methodology ◽  
Web Of Science ◽  
Autism Spectrum ◽  
Scientific Production ◽  
Content Type ◽  
Search Terms ◽  
Advanced Search ◽  
The Subject ◽  
The Web

Purpose Diversity is one of the main characteristics of modern societies. To be teachers and trainers, it is necessary to use all the tools to respond to students with diversified needs. Therefore, the main aim of this study is to review the scientific production in Web of Science (WOS) and SCOPUS of 1996-2019 on the application of Virtual reality in people with Autism Spectrum Disoders (ASD) for the improvement of social skills. Design/methodology/approach For this purpose, two databases have been used: The Web of Science (WOS) and SCOPUS from the advanced search tab. After applying the search terms, 267 documents were obtained which were analysed according to a series of indicators. Findings The results indicate that the period 2016-2019 was the most productive and that SCOPUS has a focus on conferences and WOS is intended for journals. Furthermore, in SCOPUS, there are journals with higher quartiles (Q1) than in WOS. The study shows the great importance of virtual reality in people with ASD and its recent dissemination. Originality/value Currently, to the best of the authors’ knowledge, there are no studies on the use of virtual reality in people with ASD using bibliometric indicators. The study allows us to know which databases publish higher quality research. Likewise, information can be obtained about the most productive centres and the most important authors on the subject.

scholarly journals The Potential of Virtual Reality for Inducing Neuroplasticity in Children with Amblyopia

2020 ◽  
Vol 2020 ◽  
pp. 1-9 ◽  
Author(s):  
María B. Coco-Martin ◽  
David P. Piñero ◽  
Luis Leal-Vega ◽  
Carlos J. Hernández-Rodríguez ◽  
Joaquin Adiego ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Randomized Clinical Trials ◽  
Cortical Reorganization ◽  
Visual Rehabilitation ◽  
Wide Range ◽  
Head Mounted Displays ◽  
Neuronal Connections ◽  
Definition Of ◽  
And Control

In recent years, virtual reality (VR) has emerged as a new safe and effective tool for neurorehabilitation of different childhood and adulthood conditions. VR-based therapies can induce cortical reorganization and promote the activation of different neuronal connections over a wide range of ages, leading to contrasted improvements in motor and functional skills. The use of VR for the visual rehabilitation in amblyopia has been investigated in the last years, with the potential of using serious games combining perceptual learning and dichoptic stimulation. This combination of technologies allows the clinician to measure, treat, and control changes in interocular suppression, which is one of the factors leading to cortical alterations in amblyopia. Several clinical researches on this issue have been conducted, showing the potential of promoting visual acuity, contrast sensitivity, and stereopsis improvement. Indeed, several systems have been evaluated for amblyopia treatment including the use of different commercially available types of head mounted displays (HMDs). These HMDs are mostly well tolerated by patients during short exposures and do not cause significant long-term side effects, although their use has been occasionally associated with some visual discomfort and other complications in certain types of subjects. More studies are needed to confirm these promising therapies in controlled randomized clinical trials, with special emphasis on the definition of the most adequate planning for obtaining an effective recovery of the visual and binocular function.

The Development of Virtual Reality Technologies for People on the Autism Spectrum

2014 ◽  
pp. 230-252 ◽  
Author(s):  
Nigel Newbutt
Keyword(s):  
Virtual Reality ◽  
Social Skills ◽  
Social Interaction ◽  
Evidence Base ◽  
Autism Spectrum ◽  
Skills Development ◽  
Future Work

The role of virtual reality technologies to help people with autism has been well documented and is an area of research that continues to develop. While the evidence base is somewhat limited, there are many studies that have started to explore the potential of virtual reality technologies for people with autism. Work conducted by Strickland et al. (1996), Murray (1997), Charitos et al. (2000), Parsons and Mitchell (2002), Parsons et al. (2006, 2007), Cobb (2007), Fabri and Moore (2005), and Fabri et al. (2004) have all added to this positive picture of virtual reality technologies to support people on the autism spectrum, specifically in terms of social interaction and social skills development. This chapter uncovers the evidence base and work of others in relation to virtual reality technologies used by people with autism. This chapter concludes with a view as to what future work might pursue in this field.

Piloting an adaptive skills virtual reality intervention for adults with autism: findings from user-centered formative design and evaluation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matthew M. Schmidt ◽  
Noah Glaser
Keyword(s):  
Virtual Reality ◽  
Target Population ◽  
Autism Spectrum ◽  
Ease Of Use ◽  
Adaptive Skills ◽  
Future Research ◽  
Skills Transfer ◽  
Adults With Autism ◽  
Content Type ◽  
Trade Offs

Purpose The purpose of this paper is to present evaluation findings from a proof-of-concept virtual reality adaptive skills intervention called Virtuoso, designed for adults with autism spectrum disorders. Design/methodology/approach A user-centric usage test was conducted to investigate the acceptability, feasibility, ease-of-use and relevance of Virtuoso to the unique needs of participants, as well as the nature of participants’ user experiences. Findings are presented from the perspectives of expert testers and participant testers with autism. Findings This paper offers findings that suggest Virtuoso is feasible and relevant to the unique needs of the target population, and that user experience was largely positive. Anecdotal evidence of skills transfer is also discussed. Research limitations/implications The research was conducted in limited settings and with a small number of participants. Multiple VR hardware systems were used, and some experienced instability. This could be accounted for in future research by deploying across multiple settings and with a larger number of participants. Some evidence of cybersickness was observed. Future research must carefully consider the trade-offs between VR-based training and cybersickness for this vulnerable population. Originality/value This paper reports on cutting-edge design and development in areas that are under-represented and poorly understood in the literature on virtual reality for individuals with autism.

scholarly journals Implementation of a Cooking Bus intervention to support cooking in schools in Wales, UK

2017 ◽  
Vol 117 (3) ◽  
pp. 234-251 ◽  
Author(s):  
Jeremy Segrott ◽  
Jo Holliday ◽  
Simon Murphy ◽  
Sarah Macdonald ◽  
Joan Roberts ◽  
...  
Keyword(s):  
Case Studies ◽  
Skills Training ◽  
Evidence Base ◽  
Postal Questionnaire ◽  
Limited Evidence ◽  
Content Type ◽  
School Contexts ◽  
School Settings ◽  
School Based ◽  
Urban Rural

Purpose The teaching of cooking is an important aspect of school-based efforts to promote healthy diets among children, and is frequently done by external agencies. Within a limited evidence base relating to cooking interventions in schools, there are important questions about how interventions are integrated within school settings. The purpose of this paper is to examine how a mobile classroom (Cooking Bus) sought to strengthen connections between schools and cooking, and drawing on the concept of the sociotechnical network, theorise the interactions between the Bus and school contexts. Design/methodology/approach Methods comprised a postal questionnaire to 76 schools which had received a Bus visit, and case studies of the Bus’ work in five schools, including a range of school sizes and urban/rural locations. Case studies comprised observation of Cooking Bus sessions, and interviews with school staff. Findings The Cooking Bus forged connections with schools through aligning intervention and schools’ goals, focussing on pupils’ cooking skills, training teachers and contributing to schools’ existing cooking-related activities. The Bus expanded its sociotechnical network through post-visit integration of cooking activities within schools, particularly teachers’ use of intervention cooking kits. Research limitations/implications The paper highlights the need for research on the long-term impacts of school cooking interventions, and better understanding of the interaction between interventions and school contexts. Originality/value This paper adds to the limited evidence base on school-based cooking interventions by theorising how cooking interventions relate to school settings, and how they may achieve integration.

Third sector partnerships for older people: insights from live at home schemes in the UK

2018 ◽  
Vol 22 (3) ◽  
pp. 148-153 ◽  
Author(s):  
Olumide Adisa
Keyword(s):  
Older People ◽  
Online Survey ◽  
Third Sector ◽  
Later Life ◽  
Evidence Base ◽  
Content Type ◽  
Health And Social Care ◽  
Wide Range ◽  
The Uk ◽  
At Home

Purpose While there is a rich literature on the role of partnerships between statutory agencies and third sector organisations for public service delivery in health and social care, the evidence base on, partnerships between community-based groups and charities for older people in the UK is lacking. Drawing on quantitative and qualitative data, the purpose of this paper is to examines partnerships within 46 live at home (LAH) schemes. These schemes were specifically designed to tackle isolation and promote independence and wellbeing by providing a wide range of activities, based on the needs of its members. Design/methodology/approach This study is based on an online survey of 46 LAH schemes and face-to-face interviews with seven scheme managers to capture data on the various partnership initiatives within the LAH schemes. Findings Third sector partnerships for older people varied by type – formal, semi-formal and informal. In addition, third sector partnership working fosters the achievement of clear outcomes for older people who LAH and could be a mechanism for building social capital in communities. The study also identified barriers to developing third sector partnerships within this context. Mapping existing partnerships in LAH schemes were considered to be useful in engaging with partners. LAH scheme managers were better able to identify partnerships that could be deepened and broadened, depending on the desired outcomes. Originality/value To the author’s knowledge, there are few studies on third sector partnership working in LAH schemes for older people. According to Age UK, there are 1.2m chronically lonely older people in the UK. Over half of all people aged 75 and over live alone (ONS, 2015). Loneliness and social isolation in later life are considered to be two of the largest health concerns we face. Scaling up these third sector partnerships may offer a credible way to shore up support for older people who live alone or want to live at home.

scholarly journals Towards a Model for the Evaluation and Planning of the Development of Education for Library, Archive and Information Services

2018 ◽  
Vol 42 (126) ◽  
pp. 95-142
Author(s):  
Ian Martin Johnson
Keyword(s):  
Professional Practice ◽  
Value Chain ◽  
Empirical Studies ◽  
Evidence Base ◽  
Theoretical Framework ◽  
Information Services ◽  
Effective Management ◽  
Wide Range ◽  
Chain Theory ◽  
Information Work

The absence of an appropriate theoretical framework for understanding and assessing influences on the development of education for library, archive and information work is reflected in a literature that is largely experiential rather than soundly grounded in empirical studies. Any development involves the introduction of innovations, and requires effective management. Drawing on theories on the management of change, the communication of ideas and the transfer of innovations, and incorporating the contextual evidence base suggested by comparative methodologies, this paper presents an analysis of the wide range of factors that need to be considered. A model developed from Porter’s ‘Value Chain’ theory provides a framework within which these factors could be considered not only in evaluating past developments in the field, but also in planning future innovations; a model that is arguably as relevant in professional practice in library, archive, and information work as in LIS education.

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