Advertisement

Head-Mounted Display-Based Virtual Reality as a Tool to Teach Money Skills to Adolescents Diagnosed with Autism Spectrum Disorder

  • Ali AdjorluEmail author
  • Stefania Serafin
Conference paper
Part of the Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering book series (LNICST, volume 265)

Abstract

In this paper, we present a study conducted to investigate the feasibility and effectiveness of Virtual Reality (VR) for teaching money skills to adolescents diagnosed with Autism Spectrum Disorder (ASD). Through a user-centered design, in collaboration with teachers at a special school for adolescents with mental disorders, a VR money skills training application was developed. A pre- and post-VR training evaluation was conducted on five students diagnosed with ASD using real coins and bills. The data triangulated with observations during the VR training sessions illustrates some potentials and benefits in using VR as a mean to teach money skills to adolescents diagnosed with ASD.

Keywords

Virtual Reality Autism Spectrum Disorder Everyday living skills training Learning money skills 

References

  1. 1.
    DSM-5 American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. American Psychiatric Publishing, Arlington (2013)Google Scholar
  2. 2.
    Howlin, P., et al.: Adult outcome for children with autism. J. Child. Psychol. Psychiatry 45(2), 212–229 (2004)CrossRefGoogle Scholar
  3. 3.
    Eaves, L.C., Ho, H.H.: Young adult outcome of autism spectrum disorders. J. Autism Dev. Disord. 38(4), 739–747 (2008)CrossRefGoogle Scholar
  4. 4.
    Farley, M.A., et al.: Twenty-year outcome for individuals with autism and average or near-average cognitive abilities. Autism Res. 2(2), 109–118 (2009)MathSciNetCrossRefGoogle Scholar
  5. 5.
    Järbrink, K., et al.: Cost-impact of young adults with high-functioning autistic spectrum disorder. Res. Dev. Disabil. 28(1), 94–104 (2007)CrossRefGoogle Scholar
  6. 6.
    Buescher, A.V.S., et al.: Costs of autism spectrum disorders in the United Kingdom and the United States. JAMA Pediatr. 168(8), 721–728 (2014)CrossRefGoogle Scholar
  7. 7.
    Leigh, J.P., Du, J.: Brief report: forecasting the economic burden of autism in 2015 and 2025 in the United States. J. Autism Dev. Disord. 45(12), 4135–4139 (2015)CrossRefGoogle Scholar
  8. 8.
    Xu, G., et al.: Prevalence of autism spectrum disorder among US children and adolescents, 2014–2016. JAMA 319(1), 81–82 (2018)CrossRefGoogle Scholar
  9. 9.
    Quill, K.A.: Instructional considerations for young children with autism: the rationale for visually cued instruction. J. Autism Dev. Disord. 27(6), 697–714 (1997)CrossRefGoogle Scholar
  10. 10.
    Wang, P., Spillane, A.: Evidence-based social skills interventions for children with autism: a meta-analysis. Educ. Train. Dev. Disabil. 44, 318–342 (2009)Google Scholar
  11. 11.
    Charlop-Christy, M.H., Daneshvar, S.: Using video modeling to teach perspective taking to children with autism. J. Posit. Behav. Interv. 5(1), 12–21 (2003)CrossRefGoogle Scholar
  12. 12.
    Hume, K., Loftin, R., Lantz, J.: Increasing independence in autism spectrum disorders: a review of three focused interventions. J. Autism Dev. Disord. 39(9), 1329–1338 (2009)CrossRefGoogle Scholar
  13. 13.
    Chen, S.S.A., Bernard-Opitz, V.: Comparison of personal and computer-assisted instruction for children with autism. Ment. Retard. 31(6), 368 (1993)Google Scholar
  14. 14.
    Zarr, M.: Computer-aided psychotherapy: machine helping therapist. Psychiatr. Ann. 24(1), 42–46 (1994)CrossRefGoogle Scholar
  15. 15.
    Strickland, D., et al.: Brief report: two case studies using virtual reality as a learning tool for autistic children. J. Autism Dev. Disord. 26(6), 651–659 (1996)CrossRefGoogle Scholar
  16. 16.
    Adjorlu, A., et al.: Head-mounted display-based virtual reality social story as a tool to teach social skills to children diagnosed with autism spectrum disorder. In: 2017 IEEE Virtual Reality Workshop on K-12 Embodied Learning through Virtual & Augmented Reality (KELVAR). IEEE (2018)Google Scholar
  17. 17.
    Adjorlu, A., et al.: Daily living skills training in virtual reality to help children with autism spectrum disorder in a real shopping scenario. In: 2017 IEEE International Symposium on Mixed and Augmented Reality (ISMAR-Adjunct). IEEE (2017)Google Scholar
  18. 18.
    McDonnell, J., et al.: Impact of community-based instruction on the development of adaptive behavior of secondary-level students with mental retardation. Am. J. Ment. Retard. 97, 575–84 (1993)Google Scholar
  19. 19.
    Burckley, E., Tincani, M., Guld Fisher, A.: An iPad\(^{\rm TM}\)-based picture and video activity schedule increases community shopping skills of a young adult with autism spectrum disorder and intellectual disability. Dev. Neurorehabil. 18(2), 131–136 (2015)CrossRefGoogle Scholar
  20. 20.
    Hughes, C., et al.: Student self-determination: a preliminary investigation of the role of participation in inclusive settings. Educ. Train. Autism Dev. Disabil. 48, 3–17 (2013)Google Scholar
  21. 21.
    Browder, D.M., Grasso, E.: Teaching money skills to individuals with mental retardation: a research review with practical applications. Remedial Spec. Educ. 20(5), 297–308 (1999)CrossRefGoogle Scholar
  22. 22.
    Cihak, D.F., Grim, J.: Teaching students with autism spectrum disorder and moderate intellectual disabilities to use counting-on strategies to enhance independent purchasing skills. Res. Autism Spectr. Disord. 2(4), 716–727 (2008)CrossRefGoogle Scholar
  23. 23.
    Arnold-Saritepe, A.M., Phillips, K.J., Mudford, O.C., De Rozario, K.A., Taylor, S.A.: Generalization and maintenance. In: Matson, J. (ed.) Applied Behavior Analysis for Children with Autism Spectrum Disorders, pp. 207–224. Springer, New York (2009).  https://doi.org/10.1007/978-1-4419-0088-3_12CrossRefGoogle Scholar
  24. 24.
    Stokes, T.F., Baer, D.M.: An implicit technology of generalization 1. J. Appl. Behav. Anal. 10(2), 349–367 (1977)CrossRefGoogle Scholar

Copyright information

© ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering 2019

Authors and Affiliations

  1. 1.Multisensory Experience LabAalborg University CopenhagenCopenhagenDenmark

Personalised recommendations