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A Viable Option?: Single-User Virtual Environments to Teach Social Skills to Children with ASD

A Viable Option?: Single-User Virtual Environments to Teach Social Skills to Children with ASD

Julie E. N. Irish
Copyright: © 2014 |Pages: 20
ISBN13: 9781466657922|ISBN10: 1466657928|EISBN13: 9781466657939
DOI: 10.4018/978-1-4666-5792-2.ch009
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MLA

Irish, Julie E. N. "A Viable Option?: Single-User Virtual Environments to Teach Social Skills to Children with ASD." Innovative Technologies to Benefit Children on the Autism Spectrum, edited by Nava R. Silton, IGI Global, 2014, pp. 143-162. https://doi.org/10.4018/978-1-4666-5792-2.ch009

APA

Irish, J. E. (2014). A Viable Option?: Single-User Virtual Environments to Teach Social Skills to Children with ASD. In N. Silton (Ed.), Innovative Technologies to Benefit Children on the Autism Spectrum (pp. 143-162). IGI Global. https://doi.org/10.4018/978-1-4666-5792-2.ch009

Chicago

Irish, Julie E. N. "A Viable Option?: Single-User Virtual Environments to Teach Social Skills to Children with ASD." In Innovative Technologies to Benefit Children on the Autism Spectrum, edited by Nava R. Silton, 143-162. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5792-2.ch009

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Abstract

This chapter considers whether a computer-aided technology, single-user virtual environments, can provide a viable option to teach social skills to children with Autism Spectrum Disorder (ASD). Viability is discussed in terms of key themes found in the literature: evidence-basis, generalizability, cost effectiveness, appropriateness for children with ASD, user experience, teacher’s contribution, and usefulness for caregivers. A matrix is developed to provide a viability rating for each theme. The chapter concludes that evidence-basis and generalizability for single-user virtual environments as an intervention to teach social skills to children with autism spectrum disorder is weak but that cost effectiveness, appropriateness to teenage children with ASD, positive experience of the user, and potential usefulness for caregivers is strong, whilst the teacher’s contribution is a mixed rating between ease of use for the teacher and the high one-on-one time commitment required.

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