Enhancing Joint Attention Skills in Children on the Autism Spectrum through an Augmented Reality Technology-Mediated Intervention

Bibliographic Data

ID15716652
AuthorsPatricia Pérez-Fuster (0000-0001-6525-9847, Universitat de València, corresponding author), Gerardo Herrera (0000-0002-6855-0143, Universitat de València), Lila Kossyvaki (0000-0002-9661-604X, University of Birmingham), Antonio Ferrer (0000-0002-0891-1699, Universitat de València)
Year2022
Volume9
Issue2
Pages258-258
Publication date2022-02-14
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueChildren (JOURNAL)
Journal identifiersISSN: 2227-9067 • E-ISSN: 2227-9067
PublisherMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/children9020258
PMID35204977
OpenAlexW4212772972
LanguageEN
Citations received2
References cited18

In the present study, the effects of an intervention based on an augmented reality technology called Pictogram Room were examined. The objective of the intervention was to improve the responding to joint attention (RJA) skills of gaze following and pointing in six children on the autism spectrum between 3 and 8 years old. A multiple baseline single-subject experimental design was conducted for 12 weeks in a school setting. Results indicated that all of the participant children improved performance in RJA following the intervention. Improvements were maintained over time and generalised to real-world situations. These findings demonstrate that autistic children can improve their RJA skills with a targeted and engaging intervention based on an accessible augmented reality technology tool

Augmented reality · Autism · Cognitive psychology · Developmental psychology · Gaze · Human–computer interaction · Intervention (counseling · Joint attention · Multiple baseline design · Pictogram · Psychotherapist · Single-subject design · Assistive Technology in Communication and Mobility · Autism Spectrum Disorder Research · Behavioral and Psychological Studies · Computer Science · Psychology

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