Virtual-Reality-Based Social Interaction Training for Children with High-Functioning Autism

Autor/inn/en	Ke, Fengfeng; Im, Tami
Titel	Virtual-Reality-Based Social Interaction Training for Children with High-Functioning Autism
Quelle	In: Journal of Educational Research, 106 (2013) 6, S.441-461 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2013.832999
Schlagwörter	Autism; Computer Simulation; Interaction; Social Development; Interpersonal Competence; Interpersonal Communication; Children; Observation; Child Behavior; Questionnaires; Interviews; Program Effectiveness; Educational Technology; Elementary School Students; Asperger Syndrome; Nonverbal Communication; Dining Facilities; Recreational Activities; Social Behavior; Pervasive Developmental Disorders + Suchen Sie Ihr Suchwort? Autismus; Computergrafik; Computersimulation; Interaktion; Soziale Entwicklung; Interpersonale Kompetenz; Interpersonale Kommunikation; Child; Kind; Kinder; Beobachtung; Fragebogen; Interviewing; Interviewtechnik; Unterrichtsmedien; Asperger-Syndrom; Non-verbal communication; Nonverbale Kommunikation; Mensa; Freizeitgestaltung; Social behaviour; Soziales Verhalten
Abstract	Employing the multiple-baseline across-subjects design, the authors examined the implementation and potential effect of a virtual-reality-based social interaction program on the interaction and communication performance of children with high functioning autism. The data were collected via behavior observation and analysis, questionnaires, and interviewing. The children participants demonstrated increased performance of responding, initiation, greeting, and positive conversation-ending during the intervention, and improved social competence measures after the intervention. The study also contributed salient themes on the adaptive design of a virtual-reality-based learning environment for learners with special needs. The study findings should extend the discussion on the design and usage of technology-supported informal learning environment for children with diverse characteristics and learning needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10