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While job interviewing training is part of the transition planning and school-to-work curriculum, using virtual reality (VR) can be a valuable addition to the current curriculum, specifically given the unique characteristics of individuals with ASD. This article will provide step-by step procedures to integrate VR into the current classroom transition training program.

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Experience of an upper limb training program with a non-immersive virtual reality system in patients after stroke: a qualitative study

Physiotherapy ◽

10.1016/j.physio.2017.03.001 ◽

2020 ◽

Vol 107 ◽

pp. 317-326 ◽

Cited By ~ 2

Author(s):

Isabelle Lehmann ◽

Gillian Baer ◽

Corina Schuster-Amft

Keyword(s):

Virtual Reality ◽

Qualitative Study ◽

Training Program ◽

Upper Limb ◽

Immersive Virtual Reality ◽

Virtual Reality System

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A Training Program of Differential Diagnosis Skills Based on Virtual Reality and Artificial Intelligence

2010 Seventh International Conference on Information Technology: New Generations ◽

10.1109/itng.2010.107 ◽

2010 ◽

Author(s):

Jose Gutierrez-Maldonado ◽

Claudia Penaloza ◽

Adolfo Jarne ◽

Antoni Talarn ◽

Antonio Andres ◽

...

Keyword(s):

Artificial Intelligence ◽

Virtual Reality ◽

Differential Diagnosis ◽

Training Program

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Virtual reality-based prospective memory training program for people with acquired brain injury

Neurorehabilitation ◽

10.3233/nre-130827 ◽

2013 ◽

Vol 32 (1) ◽

pp. 103-115 ◽

Cited By ~ 27

Author(s):

Ben C.B. Yip ◽

David W.K. Man

Keyword(s):

Virtual Reality ◽

Brain Injury ◽

Training Program ◽

Prospective Memory ◽

Acquired Brain Injury ◽

Memory Training

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Clinical Experience Using a 5-Week Treadmill Training Program With Virtual Reality to Enhance Gait in an Ambulatory Physical Therapy Service

Physical Therapy ◽

10.2522/ptj.20130305 ◽

2014 ◽

Vol 94 (9) ◽

pp. 1319-1326 ◽

Cited By ~ 21

Author(s):

Shirley Roth Shema ◽

Marina Brozgol ◽

Moran Dorfman ◽

Inbal Maidan ◽

Lior Sharaby-Yeshayahu ◽

...

Keyword(s):

Virtual Reality ◽

Physical Therapy ◽

Training Program ◽

Clinical Experience ◽

Gait Training ◽

Treadmill Training ◽

Step Test ◽

Control Group ◽

Positive Effects ◽

Clinical Records

BackgroundCurrent literature views safe gait as a complex task, relying on motor and cognitive resources. The use of virtual reality (VR) in gait training offers a multifactorial approach, showing positive effects on mobility, balance, and fall risk in elderly people and individuals with neurological disorders. This form of training has been described as a viable research tool; however, it has not been applied routinely in clinical practice. Recently, VR was used to develop an adjunct training method for use by physical therapists in an ambulatory clinical setting.ObjectiveThe aim of this article is to describe the initial clinical experience of applying a 5-week VR clinical service to improve gait and mobility in people with a history of falls, poor mobility, or postural instability.DesignA retrospective data analysis was conducted.MethodsThe clinical records of the first 60 patients who completed the VR gait training program were examined. Training was provided 3 times per week for 5 weeks, with each session lasting approximately 1 hour and consisting of walking on a treadmill while negotiating virtual obstacles. Main outcome measures were compared across time and included the Timed “Up & Go” Test (TUG), the Two-Minute Walk Test (2MWT), and the Four Square Step Test (FSST).ResultsAfter 5 weeks of training, time to complete the TUG decreased by 10.3%, the distance walked during the 2MWT increased by 9.5%, and performance on the FSST improved by 13%.LimitationsLimitations of the study include the use of a retrospective analysis with no control group and the lack of objective cognitive assessment.ConclusionsTreadmill training with VR appears to be an effective and practical tool that can be applied in an outpatient physical therapy clinic. This training apparently leads to improvements in gait, mobility, and postural control. It, perhaps, also may augment cognitive and functional aspects.

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Organizational learning goes virtual?

The Learning Organization ◽

10.1108/tlo-11-2014-0063 ◽

2015 ◽

Vol 22 (5) ◽

pp. 289-303 ◽

Cited By ~ 2

Author(s):

Kung Wong Lau

Keyword(s):

Virtual Reality ◽

Organizational Learning ◽

Training Program ◽

Service Management ◽

Management Training ◽

Virtual Learning Environment ◽

Organizational Memory ◽

Learning Achievement ◽

Content Type ◽

Significant Difference

Purpose – This study aims to deepen understanding of the use of stereoscopic 3D technology (stereo3D) in facilitating organizational learning. The emergence of advanced virtual technologies, in particular to the stereo3D virtual reality, has fundamentally changed the ways in which organizations train their employees. However, in academic or professional studies, there is hitherto, very limited research has been found in understanding the framework of distributed organizational learning in stereo3D virtual reality. Design/methodology/approach – The aim of this research is to investigate the employees’ learning achievement in both the conventional in-house training program and distributed organizational learning approach in a designed stereo3D virtual reality to deepen our understanding of this undiscovered framework. In all, 76 employees from local fashion and apparel organizations were recruited in this empirical study. The quasi-experimental method was adopted to compare the experimental and control groups. The criterion-referenced assessment scale was applied as a post-test to assess employees’ learning achievement in a customer service management training course. A tailor-made stereo3D virtual learning environment was established to conduct the virtual training program. Findings – Surprisingly, the results of this research found no significant difference in both the groups, which indicates that, nowadays, the two completely different learning formats have become similar in organizational learning practices. Originality/value – This research, therefore, suggests a new organizational learning framework with three components: a blended in-house training, a distributed enhancement program in stereo3D virtual reality and an organizational memory system.

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School-to-Work Transition Planning for School-Aged Children with HIV

Journal of Applied Rehabilitation Counseling ◽

10.1891/0047-2220.34.1.10 ◽

2003 ◽

Vol 34 (1) ◽

pp. 10-16

Author(s):

Sonja Feist-Price ◽

Neena Khanna

Keyword(s):

Transition Planning ◽

School Setting ◽

Immune Deficiency Syndrome ◽

Deficiency Syndrome ◽

School To Work ◽

Psychosocial Needs ◽

School To Work Transition ◽

School Aged Children ◽

Work Transition ◽

Immunodeficiency Virus

With the modern advances of medicine, school-aged children with Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) are afforded the opportunity to live long and productive lives. However, their ability to attain a life of normalcy is minimized if proper services are not made available. One of the mechanisms that can contribute to school-aged children living normal and productive lives beyond their high school years is school-to-work transition planning. The school setting has proved to be an environment that has not only sparked learning, but has also provided a safe and nurturing haven where students could meet many of their psychosocial needs of adjustment and development.

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Characteristics and Descriptions of Transition Content on Special Education and Rehabilitation Graduate Program Websites

Rehabilitation Research Policy and Education ◽

10.1891/2168-6653.32.1.2 ◽

2018 ◽

Vol 32 (1) ◽

pp. 2-19 ◽

Cited By ~ 2

Author(s):

Kathleen Marie Oertle ◽

Caren L. Sax ◽

Elizabeth Chesley

Keyword(s):

Special Education ◽

Graduate Program ◽

Transition Planning ◽

Data Extraction ◽

Transition Services ◽

Master's Level ◽

Personnel Preparation ◽

Educational Preparation ◽

Transition Training ◽

Institutional Websites

Purpose:This exploratory study advances personnel preparation research through the investigation of the transition content found on the institutional websites of U.S. universities with Office of Special Education Programs (OSEP) Master’s Level Personnel Preparation grants for transition planning and services (OSEP, 2015) or master’s-level Council on Rehabilitation Education (CORE)-accredited vocational rehabilitation (VR) programs (2014–2105). Individuals seeking transition training are likely to visit institutional websites given that searching online is typically the first step in exploring educational and training options.Method:A process of systematic website searches, protocol for data extraction, and an iterative content analysis were used. Data profiles were constructed, and the types of offerings were characterized and defined.Results:Twelve universities were associated with the transition offerings of eight OSEP-funded programs (8/23 or 35%) and eight CORE-accredited programs (8/97 or 8%) and their corresponding 22 websites. Four of the 12 universities appeared on both lists.Conclusions:The renewed focus on transition services within the legislation (The Workforce Innovation and Opportunity Act [WIOA], 2014) will no doubt increase the demand for educational preparation and professional development. These findings provide a baseline from which to improve visibility and develop further offerings. Areas for immediate improvement are the accuracy of the program descriptions and the ease of finding details.

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