2D Animated Social Story for Assisting Social Skills Learning of Children with Autism Spectrum Disorder

2011 ◽  
pp. 1-24 ◽  
Author(s):  
Vivi Mandasari ◽  
Marlene Valerie Lu ◽  
Lau Bee Theng
Keyword(s):  
Autism Spectrum Disorder ◽  
Virtual Reality ◽  
Social Skills ◽  
Asperger Syndrome ◽  
Evaluation Process ◽  
Autism Spectrum ◽  
Virtual Reality System ◽  
Social Story ◽  
Skills Learning ◽  
Simple Picture

Asperger Syndrome is a developmental disorder under the umbrella term of Autism Spectrum Disorders, and it is a milder variant of autism. It is characterized by a significant difficulty in communication, prominently in social interaction and non-verbal communication. Since a decade ago, there have been a variety of tools for teaching and assisting children with AS in the acquisition of social skills, ranging from the simple picture exchange system to the high-end virtual reality system. This chapter discusses on the effectiveness of integrating Social Story, 2D animations and video instruction for teaching social skills to children diagnosed with Asperger Syndrome in an interactive manner. The prototype has been developed, implemented, and evaluated in an experimental way. This chapter will discuss on the evaluation process, results, findings, and areas for further exploration.

Virtual Reality–Based Social Skills Training for Children With Autism Spectrum Disorder

2020 ◽  
pp. 016264342094560 ◽  
Author(s):  
Fengfeng Ke ◽  
Jewoong Moon ◽  
Zlatko Sokolikj
Keyword(s):  
Autism Spectrum Disorder ◽  
Virtual Reality ◽  
Social Skills ◽  
Learning Environment ◽  
Children With Autism ◽  
Skills Training ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Skills Learning

In this study, the researchers explored the usage of a virtual reality (VR)–based social skills learning environment for children with autism spectrum disorder (ASD). Using OpenSimulator, the researchers constructed a desktop VR-based learning environment that supports social-oriented role-play, gaming, and design by children with ASD. Seven 10–14 years old children with ASD participated in this VR-based social skills program for 20+ hr on average. Data were collected via screen recording and observation of play- and design-oriented social skills enactment and pre- and postintervention Social Communication and Skills Questionnaires. Participants demonstrated an increased level of successful social skills performance from the baseline to the intervention phase. The findings provided preliminary evidence for the usage of a VR-based social skills learning environment for children with ASD.

scholarly journals Virtual and Augmented Reality in Social Skills Interventions for Individuals with Autism Spectrum Disorder: A Scoping Review

2021 ◽  
Author(s):  
Anders Dechsling ◽  
Stian Orm ◽  
Tamara Kalandadze ◽  
Stefan Sütterlin ◽  
Roald A. Øien ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Virtual Reality ◽  
Social Skills ◽  
Augmented Reality ◽  
Scoping Review ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Skills Interventions ◽  
Review Reports ◽  
Evidenced Based

AbstractIn the last decade, there has been an increase in publications on technology-based interventions for autism spectrum disorder (ASD). Virtual reality based assessments and intervention tools are promising and have shown to be acceptable amongst individuals with ASD. This scoping review reports on 49 studies utilizing virtual reality and augmented reality technology in social skills interventions for individuals with ASD. The included studies mostly targeted children and adolescents, but few targeted very young children or adults. Our findings show that the mode number of participants with ASD is low, and that female participants are underrepresented. Our review suggests that there is need for studies that apply virtual and augmented realty with more rigorous designs involving established and evidenced-based intervention strategies.

Using Video Self-Modelling to Teach Combined Vocational and Social Skills to an Adult with Autism Spectrum Disorder

2020 ◽  
Author(s):  
Nicholas Parsons ◽  
Fiore D'Aprano ◽  
Matthew Hughes ◽  
Annie Parish ◽  
Nasia Outsikas
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Vocational Skills ◽  
Baseline Design ◽  
Old Adult ◽  
Reading Order ◽  
Successful Employment ◽  
Employment Rates

Abstract Background, Aims and MethodsAdults with ASD have difficulty in learning vocational and social skills, which often translates into low employment rates. Video self-modelling (VSM) is an effective educational technique for low functioning individuals with Autism Spectrum Disorder, with the ability to teach challenging vocational skills as well as basic social skills. Procedures and Outcomes The present study examined the use of video self-modelling to teach these skills to a 22-year-old adult with Autism Spectrum Disorder. Target behaviours categories included (1) reading order forms, (2) transporting goods, and (3) engaging with customers. A multiple baseline design was used to evaluate the effectiveness of the videos in teaching these target behaviours. The dependent variables were the percentage of tasks completed correctly, and quantitative prompt dependency using a least to most prompting strategy. Results and Conclusions Results showed that VSM modestly improved reading order forms and transporting goods, and moderately improved engagement with customers. ImplicationsThis intervention resulted in the successful employment of an adult with ASD in a job that he specifically desired, whilst teaching him skills he specifically struggled with. As such, VSM should be considered for others wanting to learn combined social and vocational skills.

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