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Avatars, Humanoids, and the Changing Landscape of Assessment and Intervention for Individuals with Disabilities across the Lifespan

Avatars, Humanoids, and the Changing Landscape of Assessment and Intervention for Individuals with Disabilities across the Lifespan

Emily Hotez
Copyright: © 2015 |Pages: 27
ISBN13: 9781466683952|ISBN10: 1466683953|EISBN13: 9781466683969
DOI: 10.4018/978-1-4666-8395-2.ch008
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MLA

Hotez, Emily. "Avatars, Humanoids, and the Changing Landscape of Assessment and Intervention for Individuals with Disabilities across the Lifespan." Recent Advances in Assistive Technologies to Support Children with Developmental Disorders, edited by Nava R. Silton, IGI Global, 2015, pp. 168-194. https://doi.org/10.4018/978-1-4666-8395-2.ch008

APA

Hotez, E. (2015). Avatars, Humanoids, and the Changing Landscape of Assessment and Intervention for Individuals with Disabilities across the Lifespan. In N. Silton (Ed.), Recent Advances in Assistive Technologies to Support Children with Developmental Disorders (pp. 168-194). IGI Global. https://doi.org/10.4018/978-1-4666-8395-2.ch008

Chicago

Hotez, Emily. "Avatars, Humanoids, and the Changing Landscape of Assessment and Intervention for Individuals with Disabilities across the Lifespan." In Recent Advances in Assistive Technologies to Support Children with Developmental Disorders, edited by Nava R. Silton, 168-194. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8395-2.ch008

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Abstract

In recent years, there has been a burgeoning field of research on the applications of virtual reality and robots for children, adolescents, and adults with a wide range of developmental disabilities. The influx of multidisciplinary collaborations among developmental psychologists and computer scientists, as well as the increasing accessibility of interactive technologies, has created a need to equip potential users with the information they need to make informed decisions about using virtual reality and robots. This chapter aims to 1) provide parents, professionals, and individuals with developmental disabilities with an overview of the literature on virtual reality and robot interventions in childhood, adolescence, and adulthood; and to 2) address overarching questions pertaining to utilizing virtual reality and robots. This chapter will shed light on the far-reaching potential for interactive technologies to transform therapeutic, educational, and assessment contexts, while also highlighting limitations and suggesting directions for future research.

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