Effectiveness of virtual reality technology on teaching communication initiating and maintenance skills to students with autism spectrum disorder

This study aims to determine the effectiveness of virtual reality on teaching communication initiating and maintenance skills to students with autism spectrum disorder. The present study was conducted through multiple baseline design across participants. The dependent variable of the study is the acquisition level of initiating and maintaining communication skills with the instruction through virtual reality tools. The 360 degree videos prepared for the analysis of initiating and maintaining communication skills were used in teaching sessions via virtual reality glasses which were the independent variable of the study. 360 degree videos were recorded by using a 360-degree camera and arranged by the researcher to be watched on virtual reality glasses. The implementation process consists of initial probe, daily probes, and instruction, monitoring and generalization sessions. Generalization sessions were arranged as pretest – posttest format. Moreover, social validity data were collected from the adult participants and one parent. The social validity data were collected through semi-structured interviews. The results of the study revealed that virtual reality was effective in teaching communication initiation and maintenance skills to the students with autism spectrum disorder. Results also showed that students maintain these skills in the second and third weeks and the students could generalize these skills into different environments and to different people. As for the social validity findings according to the views of adult participants and their parents it can be suggested that virtual reality is an effective tool in teaching these skills, and that it could shorten the time in instruction process. Keywords: Virtual Reality, Autism Spectrum Disorder, Initiating And Maintaining Communication Skills, Social Skills, Assistive Technology