Visuospatial attention in children with autism spectrum disorder: A comparison between 2-D and 3-D environments

Ho Shing Horace IP, Candy Hoi-Yan LAI, Wai Lap Simpson WONG, Ka Yi Jenny TSUI, Chen Richard LI, Kate Shuk Ying LAU, Fung Ying Dorothy CHAN

Research output: Contribution to journalArticle

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Abstract

Previous research has illustrated the unique benefits of three-dimensional (3-D) Virtual Reality (VR) technology in Autism Spectrum Disorder (ASD) children. This study examined the use of 3-D VR technology as an assessment tool in ASD children, and further compared its use to two-dimensional (2-D) tasks. Additionally, we aimed to examine attentional network functioning in ASD children. We administered a battery of visual processing and attentional tests on 18 ASD children and 18 age-matched typically developing counterparts. Results showed that both groups performed comparably on 2-D and 3-D visual processing and attention tasks, although the ASD group was significantly slower in the 3-D task. Intact attentional network functioning was also revealed in the ASD group. These findings have validated the use of VR technology as an assessment of ASD functions, and contributed to the understanding of functions in young ASD children. Copyright © 2017 The Author(s).
Original languageEnglish
Article number1307709
JournalCogent Education
Volume4
DOIs
Publication statusPublished - Apr 2017

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Bibliographical note

Ip, H. H. S., Lai, C. H.-Y., Wong, S. W. L., Tsui, J. K. Y., Li, R. C., Lau, K. S-Y., et al. (2017, April). Visuospatial attention in children with autism spectrum disorder: A comparison between 2-D and 3-D environments. Cogent Education, 4. Retrieved from http://dx.doi.org/10.1080/2331186X.2017.1307709

Keywords

  • Virtual reality
  • Visuospatial attention
  • Motor skills
  • Autism Spectrum Disorder
  • Preschoolers