Scoping Review: Using Virtual or Augmented Reality to Teach Children on the Autism Spectrum with Intellectual Disabilities
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| Title: | Scoping Review: Using Virtual or Augmented Reality to Teach Children on the Autism Spectrum with Intellectual Disabilities |
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| Language: | English |
| Authors: | Emily M. Erb, Gabrielle T. Lee (ORCID |
| Source: | British Journal of Special Education. 2025 52(3):390-406. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Computer Simulation, Technology Uses in Education, Autism Spectrum Disorders, Intellectual Disability, Evidence Based Practice, Intervention, Program Effectiveness, Children, Adolescents, Young Adults |
| DOI: | 10.1111/1467-8578.70036 |
| ISSN: | 0952-3383 1467-8578 |
| Abstract: | Both virtual reality (VR) and augmented reality (AR) technology have shown potential for the instruction of people on the autism spectrum by simulating real-world experiences in a safe and controlled environment. However, numerous reports indicate that this type of research has included few participants with intellectual disability (ID). The current scoping review included 20 studies which utilised VR/AR to teach various skills to children and youth on the autism spectrum with ID. The results indicated that the use of VR/AR interventions is a promising evidence-based practice for children and youth on the autism spectrum with ID. Within the small number of reviewed studies, there were variabilities in study design and intervention components (e.g. identification of ID, VR/AR equipment, target skills), highlighting the need for more uniformity and consistency to improve research and practice. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483109 |
| Database: | ERIC |
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| Abstract: | Both virtual reality (VR) and augmented reality (AR) technology have shown potential for the instruction of people on the autism spectrum by simulating real-world experiences in a safe and controlled environment. However, numerous reports indicate that this type of research has included few participants with intellectual disability (ID). The current scoping review included 20 studies which utilised VR/AR to teach various skills to children and youth on the autism spectrum with ID. The results indicated that the use of VR/AR interventions is a promising evidence-based practice for children and youth on the autism spectrum with ID. Within the small number of reviewed studies, there were variabilities in study design and intervention components (e.g. identification of ID, VR/AR equipment, target skills), highlighting the need for more uniformity and consistency to improve research and practice. |
|---|---|
| ISSN: | 0952-3383 1467-8578 |
| DOI: | 10.1111/1467-8578.70036 |
