Reducing stereotypical behaviors using augmented reality in children with autism spectrum disorder

Sherif Adel Gaber

Department of Special Education, King Faisal University, Al-Ahsa, Saudi Arabia.


Keywords: Augmented reality, Autism spectrum disorder, Behavior modification, Educational technologies, Saudi Arabia, Stereotypical behaviors.


Augmented reality (AR) has been shown to have a positive impact on children with autism spectrum disorder (ASD) because it can effectively simulate the real environment through interactive experiences created by the integration of digital elements with the outside world. This research aimed to verify the effectiveness of a training program based on AR for reducing stereotypical behavior (SB) in a sample of children with ASD. The study sample consisted of 16 male students with ASD who were enrolled in the Autism Institute in Al-Ahsa, Saudi Arabia, ranging from 8 to 13 years of age. The researcher also developed a training program and employed a quasi-experimental method in addition to research instruments including the Stereotypic Behavior Scale (SBS). The results of the analysis show statistically significant differences between the mean ranks of the participants in the three tests (pre-, post-  and follow-up) on the SBS (x2 = 30.471, p < 0.001)  which indicates the effectiveness of AR in reducing participants’ SB. Additionally, it demonstrates that the training impact lasts for two months after the end of the program. According to the research, AR-based software applications have the potential to improve children with ASD's socialization and interaction abilities. It is recommended to do additional research using larger sample sizes and controlled designs.


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