Exploring virtual reality (VR) to support children with autistic spectrum disorder (ASD) in their transition to post-primary school

Abstract

Background:
The transition from primary school to post-primary often causes challenges for children that affects their psychological wellbeing. Autistic children have been identified as being particularly vulnerable during this transition phase. There is arising prevalence of autistic children in mainstream post-primary schools and there isa requirement to develop appropriate support for these children.

Aim:
To develop and test a virtual reality (VR) intervention that supports autistic children during primary to post-primary school transition. Methods: This research was underpinned by the Ecological Systems Model (ESM) to understand the context of school transitions and the Situated Experiential Educational Environments (SEEE) theory to guide the development of the VR environment. A mixed-methods study was conducted and is presented in three studies including an umbrella review of previous VR interventions for autistic children; a qualitative study that explores the lived experiences of autistic children during school transition and afield test of a bespoke-VR school transition intervention. Nine autistic children from two primary school’s took part in the VR field test.

Findings:
The evidence from the umbrella review and the qualitative study led to the development of a VR intervention that includes a series of situated learning activities to support autistic children during school transition. Results from the field test found that it was feasible with the intended population and that the activities could promote a positive transition experience for autistic children.

Conclusion:
The study found that there is scope to develop more interventions that support autistic children during the school transition phase. The developed VR intervention should be optimised to include a larger sample size, over a longer duration with multiple exposures and the creation of an intervention manual.

Date of Award	Jun 2024
Original language	English
Supervisor	Paul McFlynn (Supervisor), Laurence Taggart (Supervisor), Mark Donnelly (Supervisor) & Sammy Taggart (Supervisor)