Using game technology to teach six elementary school children with autism to take a shower independently

Abstract

OBJECTIVE: This paper contributes to research investigating the effectiveness of video game intervention in shower training of children with autism spectrum disorders. Previous studies have supported the use of video games in special education. METHODS: We employed the Kinect sensor to gamify shower training. Specifically, a non-concurrent multiple baseline design was adopted to demonstrate the relation between game-based intervention and taking a shower independently. Six children in a special education class at a regular elementary school participated in the experiment. RESULTS: Data showed that the percentage of correct task steps significantly increased among all six participants; motivation to engage in training was enhanced as well, thus improving task performance during the intervention and maintenance phases. CONCLUSIONS: Although the game is a promising and highly accepted training tool for school-use, it currently remains error-prone, and the requested demand exceeds the support that can be provided by special education teachers. A more technically robust system, combined with additional attractive games, will likely result in higher participant motivation and superior task performance.