An Affect-Sensitive Social Interaction Paradigm Utilizing Virtual Reality Environments for Autism Intervention

Welch, Karla Conn; Lahiri, Uttama; Liu, Changchun; Weller, Rebecca S.; Sarkar, Nilanjan; Warren, Zachary

doi:10.1007/978-3-642-02580-8_77

Cited by 31 publications

(19 citation statements)

References 22 publications

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“…Invasive techniques have not been used in the studies reviewed. They do not pose risks to users or intrude in any way [11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37,38,39,40,41,42,43,44,45,46,47,48,49,50,51,52,53,54,55,56,57,58,59,60,61,62,63,64,65,66,67,68,69,70,71,72,73,74,75,76,77,78,79,80,81…”

Section: Discussionmentioning

confidence: 99%

Technologies as Support Tools for Persons with Autistic Spectrum Disorder: A Systematic Review

Aresti-Bartolome

Garcia‐Zapirain

2014

IJERPH

192

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This study analyzes the technologies most widely used to work on areas affected by the Autistic Spectrum Disorder (ASD). Technologies can focus on the strengths and weaknesses of this disorder as they make it possible to create controlled environments, reducing the anxiety produced by real social situations. Extensive research has proven the efficiency of technologies as support tools for therapy and their acceptation by ASD sufferers and the people who are with them on a daily basis. This article is organized by the types of systems developed: virtual reality applications, telehealth systems, social robots and dedicated applications, all of which are classified by the areas they center on: communication, social learning and imitation skills and other ASD-associated conditions. 40.5% of the research conducted is found to be focused on communication as opposed to 37.8% focused on learning and social imitation skills and 21.6% which underlines problems associated with this disorder. Although most of the studies reveal how useful these tools are in therapy, they are generic tools for ASD sufferers in general, which means there is a lack of personalised tools to meet each person’s needs.

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Section: Discussionmentioning

confidence: 99%

Technologies as Support Tools for Persons with Autistic Spectrum Disorder: A Systematic Review

Aresti-Bartolome

Garcia‐Zapirain

2014

IJERPH

192

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“…ICTs work to penetrate the isolation of people with autism and bring them out of the "world apart" in which they live [37]. The use of these technologies has been so successful that research using ICTs has increased from one publication in 1970 to more than 38 a year at the present time [38], appearing not only in impact journals targeting the social field [39], but also in the technical field [40,41]. In addition to scientific research, there are a large number of blogs where family members post how their children interact with them.…”

Section: Introductionmentioning

confidence: 99%

Cognitive rehabilitation system for children with autism spectrum disorder using serious games: A pilot study

Aresti-Bartolome

Garcia‐Zapirain

2015

BME

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Abstract. This paper studies and assesses how rehabilitation activities and supervised computer games incorporated into a system aimed at people diagnosed with Autism Spectrum Disorder (ASD) can be used to work on the areas affected by ASD at any time and in any place. This research specifically assesses the areas that affect communication and interaction between people with ASD and professionals. In order to do this, a group of 20 children diagnosed with ASD of between 3 and 8 years old (clinical group) was used, together with a group of 20 children of between 3 and 8 years old with a neurotypical development, which served as a control group. During the tests, response time and visual interaction with the session leader were evaluated. Despite the fact that the clinical group spent more time (M= 21.08 sec) than the control group (M= 4.52) to interact leader, eye contact predominated in the interaction. As a result of the pilot study, the system obtained could help in cognitive rehabilitation.

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“…However, most of the existing VR environments applied to assistive intervention for children with ASD are designed to build skills based on aspects of performance alone (i.e., correct or incorrect and some performance metrics), and thus may limit individualization of application as they are not capable of responding to individual gaze cues and processing patterns and solely depend on final correct or incorrect recognition of the emotion. VR systems that not only gauge performance on specified tasks but also automatically detect eye gaze or other physiological markers of engagement may hold promise for additional optimization of learning (Lahiri et al 2012; Welch et al 2009, 2010a, b). The present study is a preliminary investigation into the development and application of a VR environment capable of utilizing gaze patterns to understand how adolescents with ASD process salient social and emotional cues in faces.…”

Section: Introductionmentioning

confidence: 99%

Assessing the Utility of a Virtual Environment for Enhancing Facial Affect Recognition in Adolescents with Autism

Bekele

Crittendon

Zheng

et al. 2014

J Autism Dev Disord

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Teenagers with autism spectrum disorder (ASD) and age-matched controls participated in a dynamic facial affect recognition task within a virtual reality (VR) environment. Participants identified the emotion of a facial expression displayed at varied levels of intensity by a computer generated avatar. The system assessed performance (i.e., accuracy, confidence ratings, response latency, and stimulus discrimination) as well as how participants used their gaze to process facial information using an eye tracker. Participants in both groups were similarly accurate at basic facial affect recognition at varied levels of intensity. Despite similar performance characteristics, ASD participants endorsed lower confidence in their responses and substantial variation in gaze patterns in absence of perceptual discrimination deficits. These results add support to the hypothesis that deficits in emotion and face recognition for individuals with ASD are related to fundamental differences in information processing. We discuss implications of this finding in a VR environment with regards to potential future applications and paradigms targeting not just enhanced performance, but enhanced social information processing within intelligent systems capable of adaptation to individual processing differences.

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An Affect-Sensitive Social Interaction Paradigm Utilizing Virtual Reality Environments for Autism Intervention

Cited by 31 publications

References 22 publications

Technologies as Support Tools for Persons with Autistic Spectrum Disorder: A Systematic Review

Technologies as Support Tools for Persons with Autistic Spectrum Disorder: A Systematic Review

Cognitive rehabilitation system for children with autism spectrum disorder using serious games: A pilot study

Assessing the Utility of a Virtual Environment for Enhancing Facial Affect Recognition in Adolescents with Autism

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