Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Kathy WHITE |
Documents disponibles écrits par cet auteur (1)
Faire une suggestion Affiner la recherche
Sense of presence and atypical social judgments in immersive virtual environments: Responses of adolescents with Autism Spectrum Disorders / Simon WALLACE in Autism, 14-3 (May 2010)
[article]
Titre : Sense of presence and atypical social judgments in immersive virtual environments: Responses of adolescents with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Simon WALLACE, Auteur ; Sarah PARSONS, Auteur ; Alice WESTBURY, Auteur ; Katie WHITE, Auteur ; Kathy WHITE, Auteur ; Anthony J. BAILEY, Auteur Année de publication : 2010 Article en page(s) : p.199-213 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Immersive virtual environments (IVEs) are potentially powerful educational resources but their application for children with Autism Spectrum Disorder (ASD) is under researched. This study aimed to answer two research questions: (1) Do children with ASD experience IVEs in different ways to typically developing children given their cognitive, perceptual and sensory differences? and (2) Can an IVE accurately simulate ecologically valid social situations? Ten children with ASD and 14 typically developing (TD) adolescents all aged 12—16 years experienced three different IVEs. They completed self-report questionnaires on their sense of ‘presence’ in the IVEs and rated ‘social attractiveness’ of a virtual character in socially desirable and undesirable scenarios. The children with ASD reported similar levels of presence to their TD peers and no negative sensory experiences. Although TD adolescents rated the socially desirable character as more socially attractive than the undesirable character, adolescents with ASD rated the two characters as equally socially attractive. These findings suggest that children with ASD do not experience IVEs in different ways to their TD counterparts and that the IVEs are realistic enough to simulate authentic social situations. This study paints a very encouraging picture for the potential uses of IVEs in assessing and educating individuals with ASD. En ligne : http://dx.doi.org/10.1177/1362361310363283 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107
in Autism > 14-3 (May 2010) . - p.199-213[article] Sense of presence and atypical social judgments in immersive virtual environments: Responses of adolescents with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Simon WALLACE, Auteur ; Sarah PARSONS, Auteur ; Alice WESTBURY, Auteur ; Katie WHITE, Auteur ; Kathy WHITE, Auteur ; Anthony J. BAILEY, Auteur . - 2010 . - p.199-213.
Langues : Anglais (eng)
in Autism > 14-3 (May 2010) . - p.199-213
Index. décimale : PER Périodiques Résumé : Immersive virtual environments (IVEs) are potentially powerful educational resources but their application for children with Autism Spectrum Disorder (ASD) is under researched. This study aimed to answer two research questions: (1) Do children with ASD experience IVEs in different ways to typically developing children given their cognitive, perceptual and sensory differences? and (2) Can an IVE accurately simulate ecologically valid social situations? Ten children with ASD and 14 typically developing (TD) adolescents all aged 12—16 years experienced three different IVEs. They completed self-report questionnaires on their sense of ‘presence’ in the IVEs and rated ‘social attractiveness’ of a virtual character in socially desirable and undesirable scenarios. The children with ASD reported similar levels of presence to their TD peers and no negative sensory experiences. Although TD adolescents rated the socially desirable character as more socially attractive than the undesirable character, adolescents with ASD rated the two characters as equally socially attractive. These findings suggest that children with ASD do not experience IVEs in different ways to their TD counterparts and that the IVEs are realistic enough to simulate authentic social situations. This study paints a very encouraging picture for the potential uses of IVEs in assessing and educating individuals with ASD. En ligne : http://dx.doi.org/10.1177/1362361310363283 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107