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Benefits of Video and Eye Toy Gaming for Children with Autism

Benefits of Video and Eye Toy Gaming for Children with Autism

Nava Silton, Ann Higgins D’Alessandro
Copyright: © 2010 |Pages: 26
ISBN13: 9781615207817|ISBN10: 1615207813|ISBN13 Softcover: 9781616922900|EISBN13: 9781615207824
DOI: 10.4018/978-1-61520-781-7.ch021
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MLA

Silton, Nava, and Ann Higgins D’Alessandro. "Benefits of Video and Eye Toy Gaming for Children with Autism." Design and Implementation of Educational Games: Theoretical and Practical Perspectives, edited by Pavel Zemliansky and Diane Wilcox, IGI Global, 2010, pp. 315-340. https://doi.org/10.4018/978-1-61520-781-7.ch021

APA

Silton, N. & D’Alessandro, A. H. (2010). Benefits of Video and Eye Toy Gaming for Children with Autism. In P. Zemliansky & D. Wilcox (Eds.), Design and Implementation of Educational Games: Theoretical and Practical Perspectives (pp. 315-340). IGI Global. https://doi.org/10.4018/978-1-61520-781-7.ch021

Chicago

Silton, Nava, and Ann Higgins D’Alessandro. "Benefits of Video and Eye Toy Gaming for Children with Autism." In Design and Implementation of Educational Games: Theoretical and Practical Perspectives, edited by Pavel Zemliansky and Diane Wilcox, 315-340. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-781-7.ch021

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Abstract

The purpose of this chapter is to illustrate how video games, which incorporate eye toy technology, can be utilized to teach social learning to children with autism directly through video modeling and multimedia social story interventions and indirectly through engaging typically developing students with educational video games that increase their sensitivity, knowledge, and behavioral intentions when interacting socially with children on the spectrum and with other disorders, as well. The popular medium of gaming is designed to enhance the appeal of rote instruction for children and their families as well as to create tools that improve a child’s ability to generalize learned social and adaptive skills. Moreover, these tools will offer richer research methodologies for tracking and understanding important micro-developmental changes in daily and weekly interpersonal skills development among both typical and atypical children.

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