The potential of virtual reality in social skills training for people with autistic spectrum disorders.

  title={The potential of virtual reality in social skills training for people with autistic spectrum disorders.},
  author={Sarah Parsons and Peter Mitchell},
  journal={Journal of intellectual disability research : JIDR},
  volume={46 Pt 5},
BACKGROUND People with autism experience profound and pervasive difficulties in the social domain. Attempts to teach social behaviours tend to adopt either a behavioural or a 'theory of mind' (ToM) approach. The beneficial aspects and limitations of both paradigms are summarized before an examination of how virtual reality technology may offer a way to combine the strengths from both approaches. METHODS This is not an exhaustive review of the literature; rather, the papers are chosen as… 
A video-based virtual environment for teaching social skills to adolescents with autism: in search of generalisation
This document is separated into three parts. Part A provides a detailed literature review that examines the current understanding of Autism Spectrum Conditions (ASC). Attention is drawn to the social
Children on the Autism Spectrum and the Use of Virtual Reality for Supporting Social Skills
Findings together with previous preliminary datasuggest that VR can be a promising, dynamic and effective practice for the support of basic and complex social skills of these individuals.
The Potential of Virtual Reality in Social Skills Training for Autism: Bridging the Gap Between Research and Adoption of Virtual Reality in Occupational Therapy Practice
The gap between the effectiveness of VR-based SST and its adoption in occupational therapy (OT) practice is discussed and occupational therapists are empowered in becoming efficient and confident in using this technology for addressing social skills deficits in people with ASD.
Involving People with Autism in Development of Virtual World for Provision of Skills Training
This paper presents the development phase of the of the Virtual World that is going to be used by the Virtual Learning for People with Autistic Spectrum Disorder (VL4ASD) project, which aims to
The Use and Understanding of Virtual Environments by Adolescents with Autistic Spectrum Disorders
Some participants in the ASD group were significantly more likely to be judged as bumping into, or walking between, other people in the virtual scene, compared to their paired matches, which might be a sign that understanding personal space is impaired in autism.
Do adolescents with autistic spectrum disorders adhere to social conventions in virtual environments?
It is suggested that some individuals with an ASD, low verbal IQ and weak executive ability require the most support to complete tasks successfully in the VE.
A Systematic Review of Virtual Reality Interventions for Children with Social Skills Deficits
Children who lack social capacities and interactive abilities can be classified as having “social skills deficits”. Children with these symptoms can also meet the criteria for multiple mental health


Teaching theory of mind: A new approach to social skills training for individuals with autism
This study examined the effectiveness of a social skills training program for normal-IQ adolescents with autism and demonstrated meaningful change in the treatment group's performance on several false belief tasks, but no improvement in the control sample.
Social skills training with verbal autistic adolescents and adults: A program model
  • G. Mesibov
  • Psychology
    Journal of autism and developmental disorders
  • 1984
Preliminary indications suggest that the main goals and training objectives were being accomplished and that clients were progressing in their conversational skills, their selection of relevant topics, and their perceptions of themselves.
Social interaction skills for children with autism: a script-fading procedure for beginning readers.
The script-fading procedure enabled children with autism to converse with adults, to benefit from adults' language models, and to engage in language practice that contributes to fluency.
The treatment of autistic children.
  • M. Rutter
  • Psychology
    Journal of child psychology and psychiatry, and allied disciplines
  • 1985
The goals of treatment need to be decided on the basis of knowledge on the nature of autism: the reduction of rigidity/stereotypy; the elimination of non-specific maladaptive behaviours; and alleviation of family distress.
Autism: Preparing for Adulthood
Autism is a life long, often devastating disorder, that profoundly affects almost every aspect of an individual's functioning. Impairments in communication limit the ability to understand what is
The potentials of virtual environments in the education and training of people with learning disabilities.
It is concluded that VEs are an effective, affordable, accessible and safe training and educational media for people with learning disabilities, although further research will be required to realise their full potentials.
Practitioner review: psychological and educational treatments for autism.
  • P. Howlin
  • Psychology, Medicine
    Journal of child psychology and psychiatry, and allied disciplines
  • 1998
It is suggested that many so called "challenging" behaviours result from the child's fundamental difficulties in communication and social understanding, or from the ritualistic and obsessional tendencies that are also characteristic of autism.
What's inside someone's head? Conceiving of the mind as a camera helps children with autism acquire an alternative to a theory of mind.
A group of children with autism were taught a specific strategy to help them solve a series of theory of mind problems and all the children were able to understand photographic misrepresentation during teaching and, following specific teaching, they could use the strategy of visualising photos in characters' heads to predict the character's behaviour.
Can we teach children with autism to understand emotions, belief, or pretence?
Abstract Previous studies have revealed a “theory of mind” impairment in children with autism. The aim of this study was to assess whether it is possible to intervene by teaching children with autism