Using Fully Immersive Virtual Reality to Teach Safe Pedestrian Skills to Autistic Children

Author

Emily L. Ferris, University of Nebraska Medical CenterFollow

ORCID ID

0009-0002-8358-3493

Graduation Date

Fall 12-20-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Programs

Medical Sciences Interdepartmental Area

First Advisor

Dr. Nicole M. Rodriguez

Second Advisor

Dr. Catalina N. Rey

Third Advisor

Dr. Tara A. Fahmie

Fourth Advisor

Dr. James E. Gehringer

Abstract

This study examines the efficacy of fully immersive virtual reality (VR) to teach pedestrian safety skills to children with autism spectrum disorder (ASD). Four autistic children who met inclusion criteria related to tolerance of VR equipment, absence of problem behavior, and limited baseline skills participated. Using VR with an omnidirectional treadmill, participants were taught safe pedestrian crossing across three traffic conditions: clear crossings, busy crossings, and crossings where a vehicle came to a stop. Through a concurrent multiple probe design, pedestrian skills taught in VR were assessed for generalization across both virtual environments (VEs) and natural environments (NEs). All participants acquired the target response within the virtual teaching environments, and three of four participants demonstrated generalization across VE and NE, supporting the efficacy of immersive VR for promoting safety and independence. The findings highlight VR's potential as a low-risk and customizable teaching environment capable of promoting real-world skill generalization.

Comments

2024 Copyright, the authors

Recommended Citation

Ferris, Emily L., "Using Fully Immersive Virtual Reality to Teach Safe Pedestrian Skills to Autistic Children" (2024). Theses & Dissertations. 886.
https://digitalcommons.unmc.edu/etd/886