Development of symbolic play through the use of virtual reality tools in children with autistic spectrum disorders
Development of symbolic play through the use of virtual reality tools in children with autistic spectrum disorders
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DOI：
10.1177/1362361307086657
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发表时间：
2008-03-01
期刊：
影响因子：
5.2
通讯作者：
De Pablo, Cristina
中科院分区：
文献类型：
--
作者：
Herrera, Gerardo;Alcantud, Francisco;De Pablo, Cristina
在理解符号方面的困难已经被证明是自闭症谱系障碍（ASD）的特征。一般来说，虚拟现实（VR）环境为ASD的教育干预提供了一系列潜在的优势。特别是，虚拟现实提供了一个优势，用于教授假装游戏和理解想象，可以明确地显示这些想象的转换。本文报告了两个自闭症儿童（8岁：6和15岁：7，均为男性）的案例研究，研究了使用专门设计用于教学理解假装游戏的VR工具的有效性。独立观察者证实的结果显示，干预期后，两名参与者的假装游戏能力都有了显着提高，其中一名参与者的习得性教学具有高度的概括性。
Difficulties in understanding symbolism have been documented as characteristic of autistic spectrum disorders (ASDs). In general, virtual reality (VR) environments offer a set of potential advantages for educational intervention in ASD. In particular, VR offers the advantage, for teaching pretend play and for understanding imagination, of it being possible to show these imaginary transformations explicitly. This article reports two case studies of children with autism (aged 8:6 and 15:7, both male), examining the effectiveness of using a VR tool specifically designed to work on teaching understanding of pretend play. The results, confirmed by independent observers, showed a significant advance in pretend play abilities after the intervention period in both participants, and a high degree of generalization of the acquired teaching in one of them.