Using Non-Immersive Virtual Reality to Teach Life Skills to Students With Disabilities in Rural Schools.
Students with disabilities may find it difficult to learn and gain the life skills needed to live, work, socialize, and attend postsecondary education. In vivo and community-based instruction (CBI) are among the most effective ways to teach life skills, especially with a goal of generalization. Desp...
| Publicado en: | Rural Special Education Quarterly Vol. 44; no. 1; pp. 26 - 39 |
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| Autores principales: | , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Mar2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=183370497&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 183370497 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 87568705 0Q7 jtl: Rural Special Education Quarterly issn: 87568705 maglogo: Y pubinfo: dt: Mar2025 vid: 44 iid: 1 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 183370497 182129204 183370497 183370497 10.1177/87568705241305640 183370497 ppf: 26 ppct: 13 formats: tig: atl: Using Non-Immersive Virtual Reality to Teach Life Skills to Students With Disabilities in Rural Schools. aug: au: Norwine, Laura Bouck, Emily Reiley, Sarah Long, Holly M. Jakubow, Larissa Nuse, James affil: Michigan State University, East Lansing, USA sug: subj: Virtual Reality Utilization Students with Disabilities Psychosocial Factors Students, High School Psychosocial Factors Rural Areas United States Teaching Methods Task Performance and Analysis Human Male Female Adolescence Case Studies United States Descriptive Statistics Education, Special Adolescent: 13-18 years Male Female ab: Students with disabilities may find it difficult to learn and gain the life skills needed to live, work, socialize, and attend postsecondary education. In vivo and community-based instruction (CBI) are among the most effective ways to teach life skills, especially with a goal of generalization. Despite the strong relationships that often exist in rural locales between schools and the broader community, students may not be able to access effective instructional practices. Technology-based options, such as virtual reality (VR), offer effective alternatives. Using a multiple probe single-case research design, researchers examined the efficacy of non-immersive VR to provide instruction in targeted life skills to three students with disabilities attending a rural U.S. school district. The researchers found two main results: (a) a functional relation between the independent variable—the non-immersive VR—and the dependent variable of student accuracy on the task analysis steps of the targeted life skill, and (b) students maintained high levels of accuracy in completing the task analysis steps post-intervention (i.e., independent variable removed). pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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