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Using Non-Immersive Virtual Reality to Teach Life Skills to Students With Disabilities in Rural Schools.

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Title: Using Non-Immersive Virtual Reality to Teach Life Skills to Students With Disabilities in Rural Schools.
Authors: Norwine, Laura1 norwinel@msu.edu, Bouck, Emily1, Reiley, Sarah1, Long, Holly M.2, Jakubow, Larissa1, Nuse, James3
Source: Rural Special Education Quarterly. Mar2025, Vol. 44 Issue 1, p26-38. 13p.
Subject Terms: *Psychology of high school students, *Students with disabilities, *Teaching methods, *Case studies, *Special education, Task performance, Descriptive statistics, Virtual reality, Rural conditions, Psychosocial factors
Geographic Terms: United States
Abstract: 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). [ABSTRACT FROM AUTHOR]
Copyright of Rural Special Education Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Using Non-Immersive Virtual Reality to Teach Life Skills to Students With Disabilities in Rural Schools.
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  Data: <searchLink fieldCode="JN" term="%22Rural+Special+Education+Quarterly%22">Rural Special Education Quarterly</searchLink>. Mar2025, Vol. 44 Issue 1, p26-38. 13p.
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  Data: 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). [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Rural Special Education Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183370497
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        Value: 10.1177/87568705241305640
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      – Code: eng
        Text: English
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        PageCount: 13
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        Type: general
      – SubjectFull: Students with disabilities
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      – SubjectFull: Teaching methods
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      – SubjectFull: Case studies
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      – SubjectFull: Special education
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      – SubjectFull: Task performance
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Virtual reality
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      – SubjectFull: Rural conditions
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      – SubjectFull: Psychosocial factors
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      – SubjectFull: United States
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      – TitleFull: Using Non-Immersive Virtual Reality to Teach Life Skills to Students With Disabilities in Rural Schools.
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              M: 03
              Text: Mar2025
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              Y: 2025
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