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u
i
p
p
i
n
g
c
o
l
l
e
g
e
s
t
u
d
e
n
t
t
ea
c
h
e
r
s
wi
t
h
t
h
e
n
e
ce
s
s
a
r
y
AB
A
m
a
n
i
p
u
l
a
t
i
o
n
s
k
i
l
ls
t
o
e
f
f
e
c
t
i
v
e
l
y
e
d
u
c
a
t
e
s
t
u
d
e
n
ts
w
i
t
h
A
S
D
.
T
h
e
c
o
r
e
f
e
a
t
u
r
e
o
f
V
R
t
e
c
h
n
o
l
o
g
y
i
s
t
o
b
u
i
l
d
a
h
i
g
h
l
y
i
m
m
e
r
s
i
v
e
,
i
n
t
e
r
a
c
ti
v
e
a
n
d
v
i
s
u
a
l
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
,
e
n
a
b
l
i
n
g
l
ea
r
n
e
r
s
t
o
ca
r
r
y
o
u
t
r
e
a
li
s
t
i
c
p
r
a
ct
ic
e
i
n
v
i
r
t
u
al
s
p
a
c
e
a
n
d
e
n
h
an
c
e
l
e
a
r
n
i
n
g
e
f
f
e
cts
t
h
r
o
u
g
h
m
u
l
t
i
-
s
e
n
s
o
r
y
e
x
p
e
r
i
en
c
e
[
9
]
,
[
1
0
]
.
B
y
l
e
v
e
r
a
g
i
n
g
t
h
e
c
h
a
r
a
c
t
e
r
is
t
i
cs
o
f
V
R
t
o
b
u
i
l
d
h
i
g
h
l
y
r
e
a
l
i
s
t
i
c
t
r
a
i
n
i
n
g
e
n
v
i
r
o
n
m
e
n
t
s
a
n
d
o
b
je
c
t
s
,
t
h
e
n
i
n
e
t
r
ai
n
i
n
g
o
p
e
r
a
t
io
n
t
a
s
k
s
i
n
AB
A
a
r
e
s
i
m
u
l
ate
d
:
m
o
t
i
v
a
t
i
o
n
a
n
d
r
e
q
u
i
r
e
m
e
n
t
t
r
a
i
n
i
n
g
,
i
m
i
ta
t
i
o
n
s
p
e
a
k
i
n
g
t
r
a
i
n
i
n
g
,
n
a
m
i
n
g
t
r
a
i
n
i
n
g
,
m
o
v
e
m
e
n
t
i
m
i
t
a
tio
n
t
r
a
i
n
i
n
g
,
v
i
s
u
a
l
p
e
r
c
e
p
t
i
o
n
m
a
t
c
h
i
n
g
t
r
a
i
n
i
n
g
,
r
e
c
e
p
t
i
o
n
i
n
s
t
r
u
c
ti
o
n
t
r
a
i
n
in
g
,
r
e
c
e
i
v
e
n
a
m
i
n
g
t
r
a
i
n
i
n
g
,
c
o
m
p
l
e
x
l
i
s
t
e
n
er
i
d
e
n
t
i
f
i
c
at
i
o
n
t
r
ai
n
i
n
g
,
a
n
d
i
n
te
r
a
c
t
i
v
e
l
a
n
g
u
a
g
e
t
r
a
i
n
i
n
g
.
T
h
e
s
e
n
i
n
e
t
r
a
i
n
i
n
g
t
as
k
s
a
r
e
d
e
s
i
g
n
e
d
b
a
s
e
d
o
n
t
h
e
p
r
i
n
c
i
p
l
e
s
o
f
AB
A
,
w
h
i
c
h
r
ep
r
e
s
e
n
t
s
a
n
i
n
n
o
v
a
t
i
v
e
i
n
s
t
r
u
c
t
i
o
n
a
l
a
p
p
r
o
a
c
h
t
ai
l
o
r
e
d
f
o
r
i
m
p
a
r
t
i
n
g
s
k
il
ls
t
o
c
h
i
l
d
r
e
n
w
i
t
h
A
S
D
[
1
1
]
,
[
1
2
]
.
T
h
e
d
e
v
elo
p
m
e
n
t
o
f
au
tis
m
VR
-
E
d
m
ed
ia
r
e
p
r
esen
t
s
an
in
n
o
v
ativ
e
ap
p
r
o
ac
h
to
c
o
lleg
e
s
tu
d
en
t
teac
h
er
s
’
ed
u
ca
tio
n
in
t
h
e
f
i
eld
o
f
s
p
ec
ial
ed
u
ca
tio
n
.
B
y
u
tili
zin
g
au
tis
m
VR
-
E
d
m
ed
ia,
th
is
r
esear
ch
p
io
n
ee
r
s’
n
ew
av
en
u
es
f
o
r
tr
a
in
in
g
co
lleg
e
s
tu
d
en
t
teac
h
er
s
an
d
p
r
o
m
o
te
s
in
n
o
v
atio
n
with
in
th
e
d
is
cip
lin
e
.
Au
tis
m
VR
-
E
d
m
ed
ia
o
f
f
er
s
an
im
m
er
s
iv
e
a
n
d
i
n
ter
ac
tiv
e
lear
n
in
g
ex
p
e
r
ien
ce
,
allo
wi
n
g
co
lleg
e
s
tu
d
en
t
teac
h
er
s
to
s
im
u
late
r
ea
l
-
life
s
ce
n
ar
io
s
an
d
p
r
ac
tice
th
eir
s
k
ills
in
a
s
af
e
an
d
c
o
n
tr
o
lled
en
v
ir
o
n
m
e
n
t.
T
h
is
in
n
o
v
ativ
e
s
o
lu
tio
n
h
as
th
e
p
o
ten
tial
to
r
ev
o
lu
tio
n
ize
c
o
lleg
e
s
tu
d
en
t
teac
h
er
s
’
tr
ain
in
g
p
r
ac
tices
g
lo
b
ally
,
s
tan
d
ar
d
izin
g
an
d
a
d
v
an
cin
g
s
p
ec
ial
ed
u
ca
tio
n
m
eth
o
d
s
.
T
h
r
o
u
g
h
th
e
au
tis
m
VR
-
E
d
m
ed
ia,
co
lleg
e
s
tu
d
en
t
teac
h
er
s
ca
n
b
e
eq
u
ip
p
ed
with
th
e
s
k
ills
to
s
u
p
p
o
r
t
ch
ild
r
e
n
with
ASD,
en
h
a
n
cin
g
th
eir
lear
n
in
g
ex
p
e
r
ien
ce
an
d
p
r
o
m
o
tin
g
in
clu
s
iv
ity
i
n
ed
u
ca
tio
n
.
Fu
r
th
e
r
m
o
r
e
,
th
is
r
esear
ch
d
em
o
n
s
tr
ate
s
th
e
p
o
ten
tial
o
f
VR
tech
n
o
lo
g
y
in
s
o
lv
i
n
g
r
ea
l
-
wo
r
ld
ch
allen
g
es.
B
y
h
ar
n
ess
in
g
em
er
g
in
g
VR
tech
n
o
lo
g
y
in
e
d
u
ca
tio
n
,
s
tu
d
en
ts
’
lear
n
in
g
ef
f
ec
ts
ca
n
b
e
ef
f
ec
t
iv
ely
p
r
o
m
o
ted
[
1
3
]
,
t
h
er
eb
y
p
o
s
itiv
ely
im
p
ac
tin
g
th
e
liv
es
o
f
ch
ild
r
en
with
ASD.
T
h
is
in
n
o
v
atio
n
in
s
p
ir
es
f
u
r
th
er
r
esear
ch
a
n
d
d
e
v
e
lo
p
m
en
t
,
ex
p
an
d
i
n
g
th
e
ap
p
l
icatio
n
s
o
f
VR
in
ed
u
ca
tio
n
,
an
d
ad
v
a
n
cin
g
o
u
r
u
n
d
er
s
tan
d
in
g
o
f
ef
f
ec
tiv
e
t
ea
ch
in
g
m
eth
o
d
s
.
T
h
e
g
o
a
l
o
f
t
h
i
s
s
t
u
d
y
wa
s
t
o
a
s
s
e
s
s
t
h
e
a
u
t
i
s
m
VR
-
E
d
m
e
d
i
a
f
o
r
e
n
h
a
n
c
i
n
g
A
B
A
s
k
i
ll
s
o
f
c
o
l
l
e
g
e
s
t
u
d
e
n
t
t
e
a
c
h
e
r
s
i
n
AS
D
r
e
h
a
b
i
l
it
a
t
i
o
n
;
t
o
e
v
a
l
u
a
t
e
t
h
e
e
f
f
e
c
t
i
v
e
n
es
s
o
f
a
u
t
i
s
m
VR
-
E
d
m
e
d
i
a
;
a
n
d
t
o
d
e
t
e
r
m
i
n
e
t
h
e
c
o
l
l
e
g
e
s
t
u
d
e
n
t
t
ea
c
h
e
r
s
’
p
e
r
c
e
p
t
i
o
n
s
t
o
w
a
r
d
s
a
u
ti
s
m
VR
-
E
d
m
e
d
ia
.
2.
L
I
T
E
R
AT
U
RE
R
E
VI
E
W
2
.
1
.
T
he
curr
ent
is
s
ues
o
f
A
SD a
nd
it
s
im
pa
ct
ASD
is
a
s
ev
er
e
d
ev
elo
p
m
e
n
tal
d
is
o
r
d
er
ch
ar
ac
te
r
ized
b
y
ex
ten
s
iv
e
d
ev
elo
p
m
en
tal
i
m
p
air
m
en
ts
,
in
clu
d
in
g
s
o
cial
in
ter
ac
tio
n
d
if
f
icu
lties
,
r
ig
id
b
eh
a
v
io
r
s
,
an
d
n
a
r
r
o
w
in
ter
ests
[1
4
]
.
T
h
e
co
r
e
s
y
m
p
to
m
s
o
f
ASD
p
er
s
is
t
th
r
o
u
g
h
o
u
t
life
,
h
av
e
a
p
r
o
f
o
u
n
d
im
p
ac
t
o
n
p
atien
ts
’
lear
n
in
g
,
life
,
an
d
in
ter
p
e
r
s
o
n
al
r
elatio
n
s
h
ip
s
,
an
d
r
eq
u
ir
e
lo
n
g
-
ter
m
s
u
p
p
o
r
t
a
n
d
in
ter
v
en
ti
o
n
[1
5
]
.
Alth
o
u
g
h
th
e
s
p
ec
if
i
c
ca
u
s
e
o
f
ASD
h
as
n
o
t
y
et
b
ee
n
d
eter
m
in
ed
,
s
tu
d
ies
h
av
e
s
h
o
wn
th
at
it
m
ay
b
e
r
elate
d
to
a
co
m
p
lex
in
ter
ac
tio
n
b
etwe
en
g
en
es
an
d
th
e
en
v
ir
o
n
m
en
t
[1
6
]
.
I
n
r
ec
en
t
y
ea
r
s
,
th
e
in
ci
d
en
ce
o
f
ASD
h
as
in
cr
ea
s
ed
s
ig
n
if
ican
tly
wo
r
ld
wid
e
[1
7
]
.
Acc
o
r
d
in
g
to
r
elev
a
n
t
d
ata,
th
e
p
r
ev
alen
ce
r
ate
o
f
ASD
in
C
h
in
a
is
ab
o
u
t
1
%
[
3
]
,
wh
ich
m
ea
n
s
th
at
o
u
t
o
f
a
p
o
p
u
latio
n
o
f
1
.
4
b
illi
o
n
,
m
o
r
e
th
an
1
0
m
illi
o
n
p
eo
p
le
m
ay
b
e
af
f
ec
ted
,
in
clu
d
in
g
m
o
r
e
th
an
2
m
illi
o
n
ch
ild
r
en
with
ASD
.
Su
ch
a
la
r
g
e
p
atien
t
g
r
o
u
p
n
o
t
o
n
l
y
p
la
ce
s
a
h
ea
v
y
b
u
r
d
e
n
o
n
in
d
iv
i
d
u
als
an
d
f
am
ilies
,
b
u
t
also
p
o
s
es
s
ev
er
e
ch
allen
g
es
to
s
o
cial
r
eso
u
r
ce
allo
ca
tio
n
an
d
p
u
b
lic
s
er
v
ices.
T
h
e
co
n
tr
ad
ictio
n
b
etwe
en
th
e
s
u
p
p
l
y
a
n
d
d
em
an
d
o
f
b
e
h
av
io
r
an
aly
tic
p
r
o
f
ess
io
n
als
in
C
h
in
a
is
p
ar
ticu
lar
ly
p
r
o
m
in
en
t,
wh
ich
is
f
a
r
f
r
o
m
en
o
u
g
h
to
m
ee
t
th
e
i
n
cr
ea
s
in
g
ac
tu
al
n
ee
d
s
o
f
c
h
ild
r
en
with
ASD
[
6
]
,
[
7
]
.
Face
d
with
th
is
s
itu
atio
n
,
co
lleg
es
an
d
u
n
iv
er
s
ities
f
ac
e
tr
em
en
d
o
u
s
p
r
ess
u
r
e
in
cu
lti
v
atin
g
s
p
ec
ial
ed
u
ca
tio
n
p
r
o
f
ess
io
n
als
wh
o
ca
n
m
ee
t so
cial
n
ee
d
s
.
2
.
2
.
T
he
ro
le
o
f
AB
A
in AS
D
re
ha
bil
it
a
t
io
n a
nd
it
s
t
ea
ching
dil
em
m
a
s
T
h
e
AB
A
m
eth
o
d
o
lo
g
y
is
f
u
n
d
am
en
tally
g
r
o
u
n
d
e
d
in
p
r
in
ci
p
les
d
er
iv
ed
f
r
o
m
b
eh
av
io
r
is
m
,
f
o
cu
s
in
g
o
n
elu
cid
atin
g
th
e
r
elatio
n
s
h
ip
s
am
o
n
g
b
e
h
av
io
r
,
an
tece
d
e
n
t
s
tim
u
li,
an
d
co
n
s
eq
u
e
n
t o
u
tc
o
m
es
[
1
8
]
,
[
1
9
]
.
I
t is
th
e
m
ain
s
tr
ea
m
th
er
ap
y
f
o
r
A
SD
r
eh
ab
ilit
atio
n
in
ter
v
en
tio
n
[
2
0
]
,
f
o
cu
s
in
g
o
n
an
aly
zin
g
an
d
in
ter
v
en
i
n
g
in
th
e
b
eh
a
v
io
r
o
f
in
d
iv
id
u
als
wi
th
ASD
to
en
h
a
n
ce
th
eir
s
o
cial
in
ter
ac
tio
n
,
c
o
m
m
u
n
icatio
n
,
an
d
lear
n
i
n
g
[
2
1
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
u
tis
m
virt
u
a
l rea
lity e
d
u
ca
tio
n
med
ia
in
teg
r
a
tio
n
in
a
p
p
lied
b
eh
a
vio
r
a
n
a
lysi
s
tr
a
in
in
g
…
(
Yu
n
xia
N
ie
)
4679
A
m
eta
-
an
aly
ze
s
tu
d
y
s
y
s
tem
atica
lly
ev
alu
ated
th
e
in
ter
v
e
n
tio
n
ef
f
ec
t
o
f
AB
A
o
n
ch
ild
r
en
with
ASD.
T
h
e
s
tu
d
y
in
clu
d
ed
1
4
r
a
n
d
o
m
ized
co
n
tr
o
lled
tr
ials
with
a
to
tal
o
f
5
5
5
p
ar
ticip
an
ts
.
T
h
e
r
esu
lts
s
h
o
wed
th
at
AB
A
in
ter
v
en
tio
n
h
as
a
p
o
s
itiv
e
ef
f
ec
t
o
n
s
o
cial
in
ter
ac
tio
n
,
co
m
m
u
n
icatio
n
,
a
n
d
o
th
e
r
asp
ec
ts
[
2
2
]
.
Alth
o
u
g
h
AB
A
h
as
s
ig
n
if
ican
t
ef
f
ec
ts
o
n
ASD
in
ter
v
en
tio
n
,
it
is
im
p
o
r
tan
t
to
s
tate
th
at
tr
ad
itio
n
all
y
cu
ltiv
atin
g
AB
A
p
r
o
f
ess
io
n
als
f
ails
to
m
ee
t
th
e
d
em
an
d
f
o
r
ASD
r
eh
ab
ilit
atio
n
ed
u
ca
tio
n
[
6
]
,
[
7
]
.
T
h
e
tr
a
d
iti
o
n
al
teac
h
in
g
o
f
AB
A
is
lim
ited
b
y
c
o
n
d
itio
n
s
s
u
ch
as
v
en
u
e,
r
eso
u
r
ce
s
,
eth
ics
,
m
ain
ly
f
o
cu
s
in
g
o
n
t
h
eo
r
etica
l
lectu
r
es,
m
ak
in
g
it
d
if
f
icu
lt
to
p
r
o
v
i
d
e
s
u
f
f
icien
t
r
ea
l
s
im
u
latio
n
t
r
ain
in
g
s
ce
n
a
r
io
s
.
AB
A
s
k
ills
ca
n
n
o
t
b
e
tr
ain
e
d
ef
f
ec
tiv
ely
a
n
d
in
a
s
tan
d
ar
d
iz
ed
m
an
n
er
,
m
ak
i
n
g
it
d
if
f
ic
u
lt to
co
n
tin
u
o
u
s
ly
m
ee
t
t
h
e
r
eh
a
b
ilit
atio
n
ed
u
ca
tio
n
n
ee
d
s
o
f
ch
ild
r
en
with
ASD
,
wh
ich
s
er
io
u
s
ly
h
in
d
e
r
s
th
e
d
ev
elo
p
m
en
t
o
f
th
e
ASD
r
eh
a
b
ilit
atio
n
ed
u
ca
tio
n
in
d
u
s
tr
y
.
2
.
3
.
T
he
us
e
o
f
VR
in ASD
re
ha
bil
it
a
t
io
n a
nd
it
s
t
ea
chin
g
a
dv
a
nta
g
es
VR
tech
n
o
lo
g
y
,
with
its
im
m
er
s
iv
e,
in
ter
ac
tiv
e,
an
d
in
n
o
v
a
tiv
e
ch
ar
ac
ter
is
tics
,
g
r
ea
tly
co
m
p
en
s
ates
f
o
r
th
e
s
h
o
r
tco
m
in
g
s
o
f
tr
ad
i
tio
n
al
teac
h
in
g
[
2
3
]
.
I
n
teg
r
ati
n
g
VR
tech
n
o
lo
g
y
in
to
th
e
t
ea
ch
in
g
p
r
o
ce
s
s
is
ex
p
ec
ted
to
b
r
id
g
e
th
e
g
ap
b
e
twee
n
class
r
o
o
m
th
eo
r
etica
l
teac
h
in
g
an
d
r
ea
l
-
w
o
r
ld
p
r
ac
ti
ce
[
2
4
]
.
VR
o
f
f
er
s
a
r
ea
lis
tic
an
d
co
n
tr
o
lled
v
ir
tu
a
l
en
v
ir
o
n
m
en
t
with
o
u
t
a
n
y
p
o
ten
tial
h
ar
m
o
r
r
is
k
to
t
h
e
well
-
b
ein
g
o
f
ac
tu
al
s
tu
d
en
ts
[
2
5
]
.
VR
tech
n
o
lo
g
y
ca
n
p
r
o
v
id
e
p
er
s
o
n
alize
d
l
ea
r
n
in
g
ex
p
e
r
ien
ce
s
tailo
r
ed
to
s
p
ec
if
ic
tr
ain
in
g
n
ee
d
s
an
d
in
d
iv
i
d
u
al
lear
n
in
g
s
ty
les
[
2
6
]
.
I
n
co
n
tr
ast
to
tr
ad
itio
n
al
tr
ain
in
g
m
et
h
o
d
s
t
h
at
r
ely
h
ea
v
ily
o
n
th
eo
r
etica
l
k
n
o
wled
g
e
an
d
p
a
s
s
iv
e
lear
n
in
g
ap
p
r
o
ac
h
es,
V
R
o
f
f
er
s
e
x
p
er
ien
tial
lear
n
in
g
o
p
p
o
r
tu
n
ities
[
2
7
]
.
T
h
r
o
u
g
h
v
ir
tu
al
in
ter
ac
tio
n
s
,
VR
tech
n
o
lo
g
y
ca
n
s
ig
n
if
ica
n
tly
en
h
an
ce
o
b
s
er
v
atio
n
al
a
n
d
an
aly
tical
s
k
ills
[
2
8
]
.
As
VR
tech
n
o
lo
g
y
b
ec
o
m
es
m
o
r
e
p
r
e
v
alen
t
a
n
d
s
o
p
h
i
s
ticated
,
its
in
co
r
p
o
r
atio
n
in
to
th
e
r
ea
lm
o
f
AB
A
f
o
r
ASD
in
ter
v
en
tio
n
h
as
g
a
r
n
er
ed
s
ig
n
if
ican
t
atten
tio
n
[
2
9
]
.
T
h
e
u
tili
za
tio
n
o
f
VR
to
r
ep
licate
g
en
u
in
e
s
ce
n
ar
io
s
h
as
em
er
g
ed
as
a
f
o
ca
l
p
o
in
t
in
en
h
an
cin
g
th
e
ef
f
icac
y
o
f
in
ter
v
e
n
tio
n
s
f
o
r
i
n
d
i
v
id
u
als
with
ASD.
Fo
r
ex
am
p
le,
Sh
ah
m
o
r
ad
i
an
d
R
ez
ay
i
[
3
0
]
s
elec
ted
1
7
elig
ib
le
s
tu
d
ies
f
r
o
m
6
8
8
r
elev
an
t
s
tu
d
ies
to
ex
am
in
e
th
e
ef
f
ec
ts
o
f
u
s
in
g
a
VR
-
b
a
s
ed
ap
p
r
o
ac
h
o
n
co
g
n
itiv
e
i
m
p
air
m
en
t
in
ch
ild
r
en
an
d
a
d
u
lts
with
ASD.
T
h
e
r
esu
lts
s
h
o
wed
th
at
in
m
o
s
t
o
f
th
e
s
tu
d
ies,
V
R
tech
n
o
lo
g
y
h
ad
s
o
m
e
b
en
ef
it
in
r
ed
u
ci
n
g
c
o
g
n
itiv
e
p
r
o
b
lem
s
.
Peo
p
le
with
ASD
s
h
o
we
d
s
i
g
n
if
ican
t
im
p
r
o
v
em
en
ts
in
v
ar
io
u
s
co
g
n
itiv
e
i
n
d
ex
es
s
u
ch
as
task
lear
n
in
g
,
atten
tio
n
,
ex
ec
u
tiv
e
f
u
n
ctio
n
,
an
d
d
aily
s
k
ills
.
Ho
wev
er
,
d
esp
ite
th
ese
p
r
o
m
is
in
g
r
esu
lts
,
th
e
im
p
lem
en
tatio
n
o
f
VR
tech
n
o
lo
g
y
in
AB
A
s
k
ills
tr
ain
in
g
s
till
f
ac
es
s
ev
er
al
ch
a
llen
g
es.
First,
th
e
d
ev
elo
p
m
en
t
o
f
h
i
g
h
-
q
u
ality
VR
co
n
ten
t
r
eq
u
ir
es
s
ig
n
if
ican
t
in
v
estme
n
t
in
b
o
th
tim
e
an
d
r
eso
u
r
ce
s
[
3
1
]
.
Seco
n
d
,
V
R
tech
n
o
lo
g
y
h
as
d
if
f
icu
lty
in
f
u
lly
r
ep
licatin
g
r
ea
l
-
wo
r
ld
in
ter
ac
tio
n
s
with
ASD
ch
ild
r
en
[
3
2
]
.
Ad
d
itio
n
ally
,
wh
ile
VR
p
r
o
v
id
es a
s
af
e
tr
ain
in
g
en
v
ir
o
n
m
en
t,
ex
ce
s
s
iv
e
r
elian
ce
o
n
v
ir
tu
al
s
ce
n
ar
io
s
m
ig
h
t
lim
it
co
lleg
e
s
tu
d
en
t
teac
h
er
s
’
ab
ilit
y
to
h
an
d
le
u
n
ex
p
ec
ted
s
itu
atio
n
s
in
r
ea
l
-
wo
r
l
d
s
ettin
g
s
[
3
3
]
.
T
h
er
ef
o
r
e,
a
b
alan
ce
d
a
p
p
r
o
ac
h
c
o
m
b
in
in
g
b
o
th
VR
-
b
ased
a
n
d
tr
ad
itio
n
al
tr
ain
in
g
m
eth
o
d
s
m
ig
h
t b
e
m
o
r
e
ef
f
ec
tiv
e
in
p
r
ep
ar
in
g
AB
A
p
r
o
f
ess
io
n
als.
3.
M
E
T
H
O
D
3.
1
.
Resea
rc
h desi
g
n
T
h
is
s
tu
d
y
em
p
lo
y
e
d
a
o
n
e
-
g
r
o
u
p
ex
p
er
im
en
tal
d
esig
n
to
as
s
ess
th
e
im
p
ac
t
o
f
au
tis
m
VR
-
E
d
m
ed
ia
o
n
co
lleg
e
s
tu
d
en
t
teac
h
er
s
’
AB
A
s
k
ills
an
d
p
er
ce
p
tio
n
s
.
T
h
e
s
tu
d
y
p
o
p
u
latio
n
co
n
s
is
ted
o
f
1
1
0
c
o
lleg
e
s
tu
d
en
t
teac
h
er
s
en
r
o
lled
in
th
e
AB
A
co
u
r
s
e
i
n
th
e
f
ir
s
t
s
em
ester
o
f
2
0
2
3
.
A
v
o
lu
n
tar
y
s
a
m
p
le
o
f
4
0
c
o
lleg
e
s
tu
d
en
t
teac
h
er
s
was
r
ec
r
u
ited
f
o
r
th
e
e
x
p
er
im
e
n
t.
Mo
s
t
o
f
th
e
s
am
p
le
wer
e
f
r
esh
m
e
n
,
ac
co
u
n
tin
g
f
o
r
7
0
%;
f
em
ale
s
tu
d
en
ts
ac
co
u
n
te
d
f
o
r
th
e
m
ajo
r
ity
,
ac
co
u
n
tin
g
f
o
r
9
7
.
5
%;
an
d
th
e
ag
e
o
f
th
e
s
tu
d
en
ts
was
m
ain
ly
b
etwe
en
1
9
an
d
2
0
y
ea
r
s
o
l
d
,
ac
co
u
n
tin
g
f
o
r
6
0
%.
Sp
ec
if
i
c
s
am
p
le
in
f
o
r
m
atio
n
is
s
h
o
wn
in
T
a
b
le
1
.
T
h
e
Gu
an
g
x
i Co
lleg
e
f
o
r
Pre
s
ch
o
o
l E
d
u
ca
tio
n
in
C
h
in
a
eth
ics co
m
m
ittee
ap
p
r
o
v
ed
th
e
s
tu
d
y
p
r
o
to
co
l.
3.
2
.
Resea
rc
h ins
t
rum
ent
s
3.
2
.
1
.
E
x
er
cise o
f
a
utism
VR
-
E
d m
edia
T
h
e
“e
x
er
cise
o
f
a
u
tis
m
VR
-
E
d
m
ed
ia”
r
ef
er
r
ed
t
o
th
e
p
r
o
ce
d
u
r
al
s
tep
s
o
f
th
e
tr
ain
in
g
t
ask
s
,
wh
ich
wer
e
p
r
im
ar
ily
d
esig
n
ed
t
o
ev
alu
ate
r
esp
o
n
d
en
ts
’
m
aster
y
o
f
AB
A
o
p
e
r
atio
n
al
s
k
ill
s
d
u
r
in
g
p
r
ac
tical
ex
er
cises
with
in
th
e
VR
en
v
ir
o
n
m
en
t
[
1
1
]
.
T
h
e
e
x
er
cise
f
r
am
ewo
r
k
was
m
eticu
lo
u
s
ly
d
esig
n
ed
b
y
s
u
b
ject
m
atter
ex
p
er
ts
b
ased
o
n
estab
lis
h
ed
AB
A
p
r
in
cip
les,
en
co
m
p
ass
in
g
n
in
e
co
m
p
r
eh
e
n
s
iv
e
tr
ain
in
g
co
m
p
o
n
en
ts
:
m
o
tiv
atio
n
an
d
r
e
q
u
ir
em
e
n
t
tr
ain
in
g
,
im
itatio
n
s
p
ea
k
in
g
tr
ain
in
g
,
n
am
in
g
tr
ain
in
g
,
m
o
v
em
en
t
im
itatio
n
tr
ain
in
g
,
v
is
u
al
p
er
ce
p
tio
n
m
at
ch
in
g
tr
ai
n
in
g
,
r
ec
ep
tio
n
in
s
tr
u
ctio
n
tr
ain
i
n
g
,
r
ec
eiv
e
n
am
in
g
tr
ain
in
g
,
c
o
m
p
lex
lis
ten
er
id
en
tific
atio
n
tr
ain
in
g
,
an
d
in
ter
ac
tiv
e
lan
g
u
a
g
e
tr
a
in
in
g
.
E
ac
h
ex
e
r
cise
task
was
ass
ig
n
ed
d
if
f
er
en
t
o
p
er
atio
n
al
s
tep
s
co
r
es
b
ased
o
n
co
m
p
lex
ity
a
n
d
im
p
o
r
tan
c
e,
with
th
e
cu
m
u
lativ
e
to
tal
s
co
r
e
ac
r
o
s
s
all
n
in
e
task
s
r
ea
ch
in
g
7
8
p
o
in
ts
m
ax
i
m
u
m
.
T
h
e
s
co
r
i
n
g
s
y
s
tem
em
p
lo
y
ed
a
s
tr
ict
cr
iter
io
n
wh
e
r
e
if
o
n
e
s
tep
in
a
task
was
p
er
f
o
r
m
ed
in
co
r
r
ec
tly
o
r
all
s
tep
s
wer
e
e
x
ec
u
ted
im
p
r
o
p
er
ly
,
th
e
en
tire
task
ex
er
cis
e
wo
u
ld
r
ec
eiv
e
a
s
co
r
e
o
f
ze
r
o
,
en
s
u
r
i
n
g
ac
c
u
r
a
cy
an
d
p
r
ec
is
io
n
in
s
k
ill d
em
o
n
s
tr
atio
n
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
6
7
7
-
4
6
8
8
4680
T
ab
le
1
.
Gen
d
er
,
a
g
e,
g
r
a
d
e
in
f
o
r
m
atio
n
o
f
th
e
r
esp
o
n
d
en
ts
I
t
e
m
F
r
e
q
u
e
n
c
y
P
e
r
c
e
n
t
a
g
e
(
%)
G
e
n
d
e
r
F
e
mal
e
39
9
7
.
5
0
M
a
l
e
1
2
.
5
0
A
g
e
1
8
y
e
a
r
s
o
l
d
a
n
d
b
e
l
o
w
6
1
5
.
0
0
19
-
2
0
y
e
a
r
s
o
l
d
24
6
0
.
0
0
2
1
y
e
a
r
s
o
l
d
o
r
o
v
e
r
10
2
5
.
0
0
G
r
a
d
e
F
r
e
sh
ma
n
28
7
0
.
0
0
S
o
p
h
o
mo
r
e
12
3
0
.
0
0
Ju
n
i
o
r
0
.
0
0
3.
2
.
2
.
Achiev
em
ent
t
est
o
f
nin
e
t
a
s
k
s
T
h
e
“
ac
h
ie
v
em
en
t
test
o
f
n
in
e
task
s
”
s
er
v
ed
as
a
c
o
m
p
r
e
h
e
n
s
iv
e
ass
ess
m
en
t
in
s
tr
u
m
en
t
d
esig
n
ed
to
ev
alu
ate
r
esp
o
n
d
e
n
ts
’
p
r
o
f
icie
n
cy
lev
els
in
ex
ec
u
tin
g
AB
A
o
p
er
atio
n
al
s
k
ills
with
in
VR
c
o
n
tex
ts
b
o
th
b
ef
o
r
e
an
d
af
ter
th
e
ex
p
e
r
im
en
tal
in
ter
v
en
tio
n
p
er
io
d
.
T
h
e
test
item
s
wer
e
s
y
s
tem
atica
lly
d
ev
elo
p
ed
b
ased
o
n
s
p
ec
if
ic
lear
n
in
g
o
b
jectiv
es
d
er
iv
ed
f
r
o
m
th
e
co
n
ten
t
o
f
th
e
n
in
e
tr
ain
in
g
task
s
in
clu
d
e
d
in
th
e
ex
er
cises
,
en
s
u
r
in
g
c
o
m
p
r
e
h
en
s
iv
e
co
v
e
r
ag
e
o
f
ev
er
y
cr
itical
o
p
er
atio
n
al
s
tep
r
eq
u
ir
e
d
f
o
r
ea
ch
tas
k
co
m
p
letio
n
.
T
h
e
ass
es
s
m
en
t stru
ctu
r
e
co
n
s
is
ted
o
f
f
iv
e
ca
r
ef
u
lly
c
r
af
ted
q
u
esti
o
n
s
f
o
r
ea
ch
o
f
th
e
n
in
e
task
s
,
r
esu
ltin
g
in
a
to
tal
o
f
4
5
test
item
s
th
at
th
o
r
o
u
g
h
ly
ex
am
i
n
ed
p
a
r
ticip
an
ts
’
th
eo
r
etica
l
u
n
d
e
r
s
tan
d
in
g
an
d
p
r
ac
tical
ap
p
licatio
n
ca
p
ab
ilit
ies.
T
h
e
s
co
r
in
g
s
y
s
tem
awa
r
d
ed
o
n
e
p
o
in
t
f
o
r
ea
ch
co
r
r
ec
t
an
s
wer
,
estab
lis
h
in
g
a
m
ax
im
u
m
to
tal
s
co
r
e
o
f
4
5
p
o
in
ts
th
at
p
r
o
v
id
e
d
a
s
tan
d
ar
d
ize
d
m
ea
s
u
r
e
o
f
a
ch
iev
em
en
t a
cr
o
s
s
all
p
ar
ticip
an
ts
.
3.
2
.
3
.
Q
ues
t
io
nn
a
ire
o
f
perc
e
ptio
ns
t
o
wa
rds
a
utism
VR
-
E
d m
edia
T
h
e
q
u
esti
o
n
n
air
e
s
er
v
e
d
as
a
co
m
p
r
eh
e
n
s
iv
e
ev
alu
atio
n
in
s
t
r
u
m
en
t
d
esig
n
e
d
to
ass
ess
r
e
s
p
o
n
d
e
n
ts
’
p
er
ce
p
tio
n
s
to
war
d
s
th
e
au
tis
m
VR
-
E
d
m
ed
ia,
s
p
ec
if
ically
in
v
esti
g
atin
g
wh
eth
e
r
th
e
VR
tech
n
o
lo
g
y
was
co
m
p
atib
le
with
AB
A
teac
h
in
g
task
s
an
d
m
ea
s
u
r
in
g
p
ar
t
icip
an
ts
’
ac
ce
p
tan
ce
an
d
s
atis
f
ac
tio
n
with
th
is
in
n
o
v
ativ
e
e
d
u
ca
tio
n
al
tech
n
o
lo
g
y
.
T
h
e
q
u
esti
o
n
n
air
e
d
e
s
ig
n
in
teg
r
ated
two
well
-
estab
lis
h
ed
th
eo
r
etica
l
f
r
am
ewo
r
k
s
,
th
e
tec
h
n
o
lo
g
y
a
cc
ep
tan
ce
m
o
d
el
(
T
AM
)
an
d
t
ask
-
tech
n
o
lo
g
y
f
it
(
T
T
F)
th
eo
r
y
[
3
4
]
,
p
r
o
v
id
in
g
a
r
o
b
u
s
t
f
o
u
n
d
atio
n
f
o
r
u
n
d
er
s
ta
n
d
in
g
u
s
er
ad
o
p
tio
n
a
n
d
tech
n
o
lo
g
y
ef
f
ec
tiv
en
ess
in
ed
u
ca
tio
n
al
co
n
tex
ts
.
T
h
e
in
s
tr
u
m
en
t
co
m
p
r
e
h
en
s
iv
ely
c
o
v
er
ed
s
ix
cr
itical
d
im
en
s
io
n
s
in
clu
d
in
g
p
er
ce
i
v
ed
u
s
ef
u
l
n
e
s
s
(
PU)
,
p
er
ce
iv
ed
ea
s
e
o
f
u
s
e
(
PE)
,
attitu
d
e
(
AT
T
)
,
b
eh
av
i
o
r
al
in
ten
tio
n
(
B
I
)
,
T
T
F,
an
d
u
s
er
ex
p
e
r
ien
ce
(
U
X)
,
with
a
to
tal
o
f
2
9
ca
r
ef
u
lly
s
tr
u
ctu
r
e
d
f
ee
d
b
ac
k
q
u
esti
o
n
s
ad
d
r
ess
in
g
v
ar
io
u
s
asp
ec
ts
o
f
tech
n
o
lo
g
y
in
ter
a
ctio
n
an
d
lear
n
i
n
g
ex
p
er
ien
ce
.
E
ac
h
s
tatem
en
t
r
eg
ar
d
in
g
p
ar
ticip
an
ts
’
ex
p
e
r
ien
ce
with
th
e
au
tis
m
VR
-
E
d
m
ed
ia
was
ev
alu
ated
u
s
in
g
a
s
tan
d
ar
d
ized
5
-
p
o
in
t
L
ik
er
t
s
ca
le,
r
an
g
in
g
f
r
o
m
1
(
s
tr
o
n
g
ly
d
is
ag
r
ee
)
to
5
(
s
tr
o
n
g
ly
ag
r
ee
)
,
en
ab
lin
g
p
r
ec
is
e
m
ea
s
u
r
em
en
t o
f
p
ar
tic
ip
an
t p
er
ce
p
tio
n
s
an
d
attitu
d
es
to
war
d
th
e
VR
-
b
ased
tr
ain
i
n
g
s
y
s
tem
.
3.
3
.
Resea
rc
h pro
ce
du
re
3.
3
.
1
.
Aut
is
m
VR
-
E
d m
edia
co
ns
t
ruct
m
et
ho
d
E
ac
h
co
m
p
o
n
en
t
o
f
th
e
a
u
tis
m
VR
-
E
d
m
ed
ia
was
co
llab
o
r
ativ
ely
d
esig
n
ed
b
y
eig
h
t
ex
p
er
ts
f
r
o
m
s
p
ec
ial
ed
u
ca
tio
n
an
d
VR
tech
n
o
lo
g
y
f
ield
s
ac
co
r
d
in
g
to
e
s
tab
lis
h
ed
p
r
in
cip
les
o
f
AB
A,
en
co
m
p
ass
in
g
all
cr
itical
elem
en
ts
in
clu
d
in
g
VR
tech
n
o
lo
g
y
in
f
r
astru
ctu
r
e,
ex
er
cise
p
r
o
to
co
ls
,
an
d
ac
h
iev
em
en
t
test
f
r
am
ewo
r
k
s
.
T
o
en
s
u
r
e
t
h
e
v
a
lid
ity
an
d
r
eliab
ilit
y
o
f
th
e
m
e
d
ia
’
s
co
m
p
o
n
en
ts
,
r
esear
ch
er
s
em
p
lo
y
ed
th
e
item
o
b
jectiv
e
co
n
g
r
u
e
n
ce
(
I
OC
)
m
eth
o
d
f
o
r
co
m
p
r
eh
en
s
iv
e
co
n
ten
t
v
alid
ity
ass
ess
m
en
t,
p
r
o
v
id
in
g
a
s
y
s
tem
atic
ap
p
r
o
ac
h
to
ev
al
u
ate
th
e
alig
n
m
en
t
b
etwe
en
co
n
ten
t
an
d
lea
r
n
in
g
o
b
jectiv
es.
T
h
r
ee
s
en
io
r
ex
p
er
ts
,
all
h
o
ld
in
g
th
e
d
is
tin
g
u
is
h
ed
titl
e
o
f
p
r
o
f
ess
o
r
o
r
d
o
cto
r
al
lev
el
q
u
alif
icatio
n
s
in
r
elev
a
n
t
f
ield
s
,
wer
e
in
v
ited
to
p
ar
ticip
ate
in
th
e
r
ig
o
r
o
u
s
ev
alu
atio
n
p
r
o
ce
s
s
o
f
th
e
au
tis
m
VR
-
E
d
m
ed
ia
’
s
co
n
ten
t
u
s
in
g
a
s
tan
d
ar
d
ized
ass
es
s
m
en
t scale
.
T
h
e
ev
alu
ati
o
n
f
r
am
ewo
r
k
u
tili
ze
d
a
th
r
ee
-
p
o
in
t r
atin
g
s
y
s
tem
r
an
g
in
g
f
r
o
m
-
1
to
+1
,
wh
er
e
+1
in
d
icate
d
co
n
ten
t
was
co
n
s
id
er
ed
to
b
e
in
lin
e
with
th
e
o
b
jectiv
es,
0
r
ep
r
esen
ted
n
eu
t
r
al
ass
e
s
s
m
en
t,
an
d
-
1
s
ig
n
if
ied
c
o
n
ten
t w
as c
o
n
s
i
d
er
ed
to
b
e
in
co
n
s
is
ten
t w
ith
th
e
estab
lis
h
ed
lear
n
in
g
o
b
jecti
v
es.
3.
3
.
2
.
E
x
perim
ent
a
nd
da
t
a
c
o
llect
io
n
T
o
s
y
s
tem
atica
lly
ev
alu
ate
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
au
tis
m
VR
-
E
d
m
ed
ia,
th
e
f
o
llo
win
g
s
tep
s
wer
e
ca
r
r
ied
o
u
t d
u
r
i
n
g
th
e
e
x
p
er
im
en
t
an
d
d
ata
co
llectio
n
p
r
o
ce
s
s
:
−
Do
ac
h
iev
em
e
n
t
test
b
ef
o
r
e
s
t
u
d
y
in
g
with
a
u
tis
m
VR
-
E
d
m
ed
ia
(
p
r
e
-
test
)
:
b
ef
o
r
e
s
tar
tin
g
th
e
ex
p
er
im
en
t,
ac
h
iev
em
en
t
test
was
co
n
d
u
cted
o
n
4
0
v
o
lu
n
teer
co
lleg
e
s
tu
d
en
t
teac
h
er
s
wh
o
p
ar
t
icip
ated
in
th
e
ex
p
er
im
en
t to
u
n
d
er
s
tan
d
th
e
b
aselin
e
lev
el
o
f
th
o
s
e
s
tu
d
en
t
s
’
ab
ilit
ies.
−
Stu
d
y
f
r
o
m
a
u
tis
m
VR
-
E
d
m
ed
ia
an
d
co
m
p
lete
th
e
ex
e
r
cise
af
ter
ea
ch
task
:
d
u
r
in
g
th
e
ex
p
er
im
en
t,
co
lleg
e
s
tu
d
en
t
teac
h
er
s
p
ar
tic
ip
ated
in
n
in
e
tr
ain
in
g
task
s
o
f
au
tis
m
VR
-
E
d
m
ed
ia,
an
d
th
e
m
ed
ia
wo
u
ld
co
u
n
t th
e
e
x
er
cise sco
r
es b
ased
o
n
th
e
s
tu
d
en
ts
’
tr
ain
in
g
s
tatu
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
u
tis
m
virt
u
a
l rea
lity e
d
u
ca
tio
n
med
ia
in
teg
r
a
tio
n
in
a
p
p
lied
b
eh
a
vio
r
a
n
a
lysi
s
tr
a
in
in
g
…
(
Yu
n
xia
N
ie
)
4681
−
Do
ac
h
iev
em
en
t
test
af
ter
f
i
n
is
h
ed
s
tu
d
y
in
g
with
a
u
tis
m
VR
-
E
d
m
ed
ia
(
p
o
s
t
-
test
)
:
af
ter
th
e
ex
p
er
im
e
n
t,
ac
h
iev
em
en
t
test
was
co
n
d
u
cted
o
n
th
e
4
0
v
o
lu
n
teer
co
lle
g
e
s
tu
d
en
t
teac
h
er
s
wh
o
p
ar
ticip
ated
in
th
e
ex
p
er
im
en
t to
u
n
d
er
s
tan
d
th
e
p
r
o
g
r
ess
o
f
th
e
s
tu
d
en
ts
’
ab
ilit
y
lev
els af
ter
th
r
ee
m
o
n
th
s
o
f
t
r
ain
in
g
.
−
An
s
wer
p
er
ce
p
tio
n
s
t
o
war
d
s
au
tis
m
VR
-
E
d
m
ed
ia
q
u
esti
o
n
n
air
e
:
af
ter
th
e
e
x
p
er
im
e
n
t
,
a
s
u
r
v
e
y
was
co
n
d
u
cte
d
o
n
4
0
c
o
lleg
e
s
tu
d
en
t
teac
h
er
s
wh
o
p
ar
ticip
at
ed
in
th
e
s
tu
d
y
u
s
in
g
th
e
q
u
esti
o
n
n
air
e
to
u
n
d
er
s
tan
d
th
e
attitu
d
es
an
d
v
iewp
o
in
ts
o
f
c
o
lleg
e
s
tu
d
e
n
t
teac
h
er
s
to
war
d
s
au
tis
m
VR
-
E
d
m
e
d
ia
an
d
wh
eth
er
VR
tech
n
o
lo
g
y
m
atch
es ABA sk
il
l tr
ain
in
g
task
s
.
3.
3
.
3
.
Sta
t
is
t
ics hy
po
t
hes
is
T
h
e
f
o
llo
win
g
wer
e
th
e
s
tatis
tical
h
y
p
o
t
h
eses
f
o
r
m
u
lated
f
o
r
th
is
s
tu
d
y
:
−
H1
₀:
th
e
a
v
er
ag
e
p
o
s
t a
ch
iev
e
m
en
t te
s
t sco
r
e
was e
q
u
al
to
p
r
e
ac
h
iev
em
en
t te
s
t sco
r
e.
−
H1
1
:
th
e
av
er
ag
e
p
o
s
t a
ch
iev
e
m
en
t te
s
t sco
r
e
was u
n
eq
u
al
to
p
r
e
ac
h
iev
e
m
en
t te
s
t sco
r
e.
−
H2
₀:
th
er
e
was n
o
r
elatio
n
s
h
ip
am
o
n
g
th
e
p
er
ce
p
tio
n
attr
ib
u
t
es to
war
d
s
Au
tis
m
VR
-
E
d
m
ed
ia.
−
H2
1
:
th
er
e
was
r
elatio
n
s
h
ip
a
m
o
n
g
t
h
e
p
er
ce
p
tio
n
attr
ib
u
tes to
war
d
s
Au
tis
m
VR
-
E
d
m
ed
i
a.
3.
3
.
4
.
Da
t
a
a
na
ly
s
is
T
h
e
d
ata
a
n
aly
s
is
em
p
lo
y
e
d
b
o
th
d
escr
ip
tiv
e
an
d
in
f
er
e
n
tial
s
tatis
tical
m
eth
o
d
s
to
co
m
p
r
e
h
en
s
iv
ely
ex
am
in
e
th
e
r
esear
c
h
q
u
esti
o
n
s
an
d
p
r
o
v
id
e
r
o
b
u
s
t
ev
id
en
ce
f
o
r
th
e
s
tu
d
y
’
s
f
in
d
in
g
s
.
D
escr
ip
tiv
e
s
tatis
tic
s
in
clu
d
in
g
f
r
e
q
u
en
c
y
d
is
tr
ib
u
tio
n
s
,
p
er
c
en
tag
es,
m
ea
n
s
,
an
d
s
tan
d
ar
d
d
ev
iatio
n
s
wer
e
s
y
s
tem
atica
lly
ca
lcu
lated
to
s
u
m
m
a
r
ize
p
ar
ti
cip
an
t
ch
ar
ac
ter
is
tics
,
d
em
o
g
r
ap
h
ic
in
f
o
r
m
atio
n
,
an
d
r
esp
o
n
s
e
p
atter
n
s
ac
r
o
s
s
all
m
ea
s
u
r
ed
v
ar
iab
les.
Pair
e
d
s
am
p
le
t
-
test
s
wer
e
co
n
d
u
cted
to
c
o
m
p
ar
e
p
r
e
-
an
d
p
o
s
t
-
ac
h
iev
em
en
t
test
s
co
r
es,
en
ab
lin
g
r
esear
ch
er
s
t
o
d
eter
m
in
e
th
e
s
tatis
tical
s
ig
n
if
ican
ce
o
f
ch
an
g
es
in
p
a
r
ticip
an
ts
’
k
n
o
wled
g
e
an
d
s
k
ills
f
o
llo
win
g
th
e
th
r
e
e
-
m
o
n
th
VR
in
ter
v
en
tio
n
p
er
io
d
.
Ad
d
itio
n
ally
,
co
r
r
elatio
n
co
ef
f
icien
ts
wer
e
co
m
p
u
ted
t
o
ex
am
in
e
th
e
s
tr
en
g
th
an
d
d
ir
ec
tio
n
o
f
r
elatio
n
s
h
ip
s
am
o
n
g
p
ar
ticip
an
ts
’
p
e
r
c
ep
tio
n
s
to
war
d
s
th
e
au
tis
m
VR
-
E
d
m
ed
ia
ac
r
o
s
s
m
u
ltip
le
d
im
en
s
io
n
s
,
with
all
s
tatis
tical
an
aly
s
es
p
er
f
o
r
m
ed
u
s
in
g
SP
SS
s
o
f
twar
e
to
en
s
u
r
e
ac
cu
r
ac
y
an
d
r
eliab
il
ity
o
f
r
esu
lts
.
4.
RE
SU
L
T
S
4
.
1
.
T
he
t
ra
ini
ng
t
a
s
k
s
o
f
a
u
t
is
m
VR
-
E
d m
edia
Au
tis
m
VR
-
E
d
m
ed
ia
en
co
m
p
ass
ed
n
in
e
d
is
tin
ct
tr
ain
in
g
task
s
:
i
)
m
o
tiv
atio
n
an
d
r
eq
u
ir
em
en
t
tr
ain
in
g
:
in
s
tr
u
ct
ch
ild
r
en
wi
th
ASD
to
p
e
r
f
o
r
m
s
p
ec
if
ic
b
eh
av
io
r
s
o
r
ac
tio
n
s
ac
co
r
d
i
n
g
to
in
s
tr
u
ctio
n
s
;
ii
)
im
itatio
n
s
p
ea
k
in
g
tr
ain
in
g
:
teac
h
ch
ild
r
en
with
ASD
to
lear
n
n
ew
la
n
g
u
a
g
e
ex
p
r
ess
io
n
s
b
y
im
itatin
g
th
e
lan
g
u
ag
e
b
eh
av
i
o
r
s
o
f
o
th
er
s
;
iii
)
n
am
in
g
tr
ai
n
in
g
:
h
elp
ch
il
d
r
en
with
ASD
id
en
tif
y
an
d
n
am
e
o
b
jects,
p
e
o
p
le
o
r
th
in
g
s
;
iv
)
m
o
v
em
en
t
im
itatio
n
tr
ain
in
g
:
g
u
id
e
ch
ild
r
en
with
ASD
to
im
itate
th
e
ac
t
io
n
s
o
f
teac
h
er
s
o
r
o
th
er
s
;
v
)
v
is
u
al
p
e
r
ce
p
tio
n
m
atch
in
g
tr
ain
in
g
:
tr
ain
c
h
ild
r
en
with
ASD
to
p
air
v
is
u
al
in
p
u
t
with
co
r
r
esp
o
n
d
in
g
o
b
jects
o
r
co
n
c
ep
ts
;
vi
)
r
ec
ep
tio
n
in
s
tr
u
ctio
n
tr
ain
in
g
:
tr
ain
ch
ild
r
e
n
with
ASD
to
u
n
d
er
s
tan
d
an
d
ex
ec
u
te
v
er
b
al
in
s
tr
u
ctio
n
s
;
v
ii
)
r
ec
eiv
e
n
am
in
g
tr
ain
in
g
:
ask
ch
ild
r
en
with
ASD
to
id
en
tify
an
d
n
am
e
s
p
ec
if
ic
o
b
jects
b
ased
o
n
d
escr
ip
tio
n
s
o
r
d
iag
r
am
s
;
v
iii
)
co
m
p
lex
lis
ten
er
id
en
tific
atio
n
tr
ain
in
g
:
im
p
r
o
v
e
th
e
ab
ilit
y
o
f
c
h
ild
r
en
with
ASD
to
u
n
d
er
s
tan
d
an
d
ap
p
ly
co
m
p
lex
lan
g
u
ag
e
s
tr
u
ctu
r
es;
an
d
ix
)
in
ter
ac
tiv
e
lan
g
u
ag
e
tr
ain
i
n
g
:
p
r
o
m
o
te
c
o
m
m
u
n
icatio
n
an
d
in
ter
ac
tio
n
b
etwe
en
ch
ild
r
en
with
ASD
an
d
o
th
er
s
.
Nin
e
tr
ain
in
g
task
s
o
f
Au
tis
m
VR
-
E
d
m
ed
ia
as sh
o
w
in
Fig
u
r
e
1
.
T
ak
e
th
e
“
n
am
in
g
tr
ain
in
g
”
t
ask
as
an
ex
am
p
le,
as
s
h
o
wn
in
Fig
u
r
e
2
.
A
f
ter
th
e
c
o
lle
g
e
s
tu
d
en
t
teac
h
er
en
ter
s
th
e
s
ce
n
e,
a
u
s
er
will
s
ee
a
v
ir
tu
al
ch
ild
with
ASD
n
am
ed
Xiao
Min
g
p
lay
in
g
with
a
“c
ar
”
to
y
,
an
d
h
ea
r
th
e
s
y
s
tem
v
o
ice
in
tr
o
d
u
ce
th
e
task
tar
g
et
“p
u
p
p
y
”
wr
itten
o
n
th
e
b
lack
p
r
o
m
p
t
b
o
ar
d
an
d
th
e
task
r
eq
u
ir
em
e
n
t
“Xia
o
Min
g
ca
n
co
r
r
ec
tly
s
ay
th
e
p
u
p
p
y
o
n
t
h
e
ca
r
d
af
te
r
s
ee
in
g
th
e
ca
r
d
.
”
B
ef
o
r
e
th
e
class
s
tar
ts
,
th
e
b
lu
e
p
r
o
m
p
t
b
o
ar
d
will
s
h
o
w
th
e
p
r
o
m
p
t
“
p
lay
w
ith
th
e
ca
r
later
”,
an
d
th
e
c
o
lleg
e
s
tu
d
en
t
teac
h
er
will
r
ep
ea
t
th
is
s
en
ten
ce
.
Af
te
r
th
e
c
h
ild
with
ASD
p
u
ts
d
o
wn
th
e
ca
r
to
y
,
th
e
b
lu
e
p
r
o
m
p
t
b
o
a
r
d
will
s
h
o
w
th
e
p
r
o
m
p
t
,
“Please
p
ick
u
p
t
h
e
‘
p
u
p
p
y
’
ca
r
d
f
r
o
m
th
e
tab
l
e
an
d
s
h
o
w
it
t
o
Xiao
Mi
n
g
.
”
Af
ter
th
e
co
lleg
e
s
tu
d
en
t
teac
h
er
p
ick
s
u
p
th
e
ca
r
d
f
r
o
m
th
e
tab
le,
th
e
b
lu
e
p
r
o
m
p
t
b
o
a
r
d
will
s
h
o
w
th
e
p
r
o
m
p
t
“
w
h
at
is
th
is
?”
T
h
e
co
lleg
e
s
tu
d
e
n
t
teac
h
er
n
ee
d
s
to
r
ep
ea
t
t
h
is
s
en
ten
ce
.
Af
ter
th
e
ch
ild
with
ASD
an
s
wer
s
“
p
u
p
p
y
”,
th
e
b
lu
e
p
r
o
m
p
t
b
o
a
r
d
will
s
h
o
w
th
e
p
r
o
m
p
t
“
g
r
ea
t!
Yo
u
ar
e
r
ig
h
t,
it
is
a
p
u
p
p
y
.
”
Af
ter
th
e
co
lleg
e
s
tu
d
en
t
teac
h
er
r
ep
ea
ts
th
is
s
en
ten
ce
,
th
e
b
lu
e
p
r
o
m
p
t
b
o
ar
d
will
co
n
tin
u
e
to
s
h
o
w
th
e
p
r
o
m
p
t
“
p
lease
g
iv
e
Xiao
Min
g
a
to
y
.
”
Af
ter
th
e
c
o
lleg
e
s
tu
d
en
t te
ac
h
er
tak
es th
e
t
o
y
f
r
o
m
th
e
tab
le
t
o
Xiao
Min
g
,
th
e
task
en
d
s
.
4
.
2
.
Co
m
pa
ring
t
he
pre
a
nd
po
s
t
a
chiev
em
ent
t
est
A
p
air
ed
-
s
am
p
le
t
-
test
was
co
n
d
u
cted
to
a
n
aly
ze
d
if
f
er
e
n
ce
s
b
etwe
en
p
r
e
-
an
d
p
o
s
t
-
test
ac
h
iev
em
en
t
s
co
r
es,
p
r
o
v
id
i
n
g
co
m
p
r
eh
e
n
s
iv
e
s
tatis
tical
ev
id
en
ce
o
f
th
e
in
ter
v
en
tio
n
’
s
ef
f
ec
tiv
en
ess
.
T
h
e
r
esu
lts
r
ev
ea
led
th
at
th
e
av
er
a
g
e
p
o
s
t
-
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m
ed
ia.
Ad
d
itio
n
ally
,
all
p
ar
ticip
atin
g
co
lleg
e
s
tu
d
en
t
teac
h
er
s
ac
h
iev
ed
an
u
p
p
e
r
av
er
ag
e
lev
el
s
co
r
e
(
ab
o
v
e
6
0
o
u
t
o
f
7
8
p
o
in
ts
)
in
th
e
ex
er
cises
co
n
d
u
cted
with
in
th
e
VR
e
n
v
ir
o
n
m
en
t.
T
h
ese
f
in
d
in
g
s
alig
n
with
p
r
e
v
io
u
s
liter
atu
r
e
h
ig
h
lig
h
tin
g
th
e
p
o
te
n
tial
o
f
VR
tech
n
o
lo
g
y
t
o
b
r
id
g
e
th
e
g
a
p
b
etwe
e
n
th
eo
r
etica
l
k
n
o
wled
g
e
a
n
d
r
ea
l
-
wo
r
ld
p
r
ac
tice
in
ed
u
ca
tio
n
o
f
ch
ild
r
en
with
ASD
[
2
4
]
,
[
3
5
]
.
T
h
e
im
m
er
s
iv
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
6
,
Dec
em
b
er
20
25
:
4
6
7
7
-
4
6
8
8
4684
an
d
in
ter
ac
tiv
e
n
atu
r
e
o
f
VR
c
an
p
r
o
v
id
e
co
lleg
e
s
tu
d
en
t
tea
ch
er
s
with
r
ea
lis
tic
tr
ain
in
g
s
c
en
ar
io
s
th
at
m
im
ic
wo
r
k
in
g
with
c
h
ild
r
en
with
ASD,
en
h
an
cin
g
t
h
eir
p
r
ac
tical
s
k
ills
[
2
5
]
,
[
2
7
]
.
Fin
d
in
g
s
f
r
o
m
r
esear
ch
o
b
jectiv
e
2
r
ev
ea
led
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
am
o
n
g
th
e
v
ar
iab
les
o
f
PU
,
PE
,
AT
T
,
BI
,
TTF
,
an
d
UX
to
war
d
s
th
e
au
tis
m
VR
-
E
d
m
ed
ia.
T
h
ese
f
in
d
in
g
s
ar
e
co
n
s
is
ten
t w
ith
th
e
T
AM
th
eo
r
y
[
3
6
]
,
[
3
7
]
an
d
T
T
F
th
e
o
r
y
[
3
8
]
,
wh
ich
s
u
g
g
est
th
at
u
s
er
s
’
p
er
ce
p
tio
n
s
o
f
a
tec
h
n
o
lo
g
y
’
s
u
s
ef
u
ln
ess
,
ea
s
e
o
f
u
s
e,
an
d
co
m
p
atib
ilit
y
with
task
s
in
f
lu
en
ce
th
eir
AT
T
an
d
B
I
to
u
s
e
it
[
3
4
]
.
T
h
e
s
tr
o
n
g
p
o
s
itiv
e
co
r
r
elatio
n
s
o
b
s
er
v
ed
in
th
is
s
tu
d
y
in
d
icate
th
at
co
lleg
e
s
tu
d
en
t
teac
h
er
s
f
o
u
n
d
th
e
au
tis
m
VR
-
E
d
m
ed
ia
u
s
ef
u
l,
ea
s
y
t
o
u
s
e,
an
d
well
-
s
u
ited
f
o
r
AB
A
s
k
ill tr
ain
in
g
task
s
,
f
o
s
ter
in
g
p
o
s
itiv
e
AT
T
an
d
B
I
.
5
.
2
.
Co
ntr
ibu
t
io
ns
a
nd
im
pli
ca
t
io
ns
T
h
is
s
tu
d
y
c
o
n
tr
ib
u
tes
to
th
e
g
r
o
win
g
b
o
d
y
o
f
k
n
o
wled
g
e
o
n
th
e
ap
p
licatio
n
o
f
VR
tech
n
o
lo
g
y
i
n
s
p
ec
ial
ed
u
ca
tio
n
f
o
r
ch
ild
r
en
with
ASD.
B
y
d
em
o
n
s
tr
atin
g
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
au
tis
m
VR
-
E
d
m
ed
ia
in
en
h
an
cin
g
AB
A
s
k
ill
s
an
d
ex
p
lo
r
in
g
co
lleg
e
s
tu
d
en
t
teac
h
er
s
’
p
er
ce
p
tio
n
s
,
it
p
r
o
v
id
es
em
p
ir
ical
ev
id
en
ce
s
u
p
p
o
r
tin
g
th
e
in
teg
r
atio
n
o
f
VR
in
to
teac
h
er
tr
ain
in
g
p
r
o
g
r
am
s
f
o
r
ed
u
ca
tio
n
o
f
ch
ild
r
en
with
ASD.
Fu
r
th
er
m
o
r
e
,
th
e
p
o
s
itiv
e
p
er
ce
p
tio
n
s
an
d
h
i
g
h
lev
els
o
f
T
T
F
o
b
s
er
v
ed
in
th
is
s
tu
d
y
s
u
g
g
est
th
at
VR
-
b
ased
tr
ain
in
g
ap
p
r
o
ac
h
es
ca
n
b
e
we
ll
-
r
ec
eiv
ed
b
y
co
lleg
e
s
tu
d
en
t te
ac
h
er
s
an
d
alig
n
with
th
e
s
p
ec
if
ic
r
eq
u
ir
em
en
ts
o
f
AB
A
s
k
ill
d
ev
el
o
p
m
en
t
[
3
9
]
.
T
h
e
r
esu
lts
h
a
v
e
im
p
licatio
n
s
f
o
r
b
o
th
th
eo
r
y
an
d
p
r
ac
tice.
T
h
eo
r
etica
lly
,
th
e
p
o
s
itiv
e
co
r
r
elatio
n
s
am
o
n
g
th
e
v
ar
iab
les
r
elate
d
to
t
ec
h
n
o
lo
g
y
ac
ce
p
tan
ce
an
d
TTF
r
ein
f
o
r
ce
th
e
ap
p
licab
ilit
y
o
f
T
AM
an
d
T
T
F
th
eo
r
ies
in
th
e
co
n
tex
t
o
f
VR
-
b
ased
tr
ain
in
g
f
o
r
c
o
lleg
e
s
tu
d
en
t
teac
h
er
s
o
f
ch
ild
r
en
with
ASD.
T
h
ese
th
e
o
r
ies
p
r
o
v
id
e
a
f
r
am
ewo
r
k
f
o
r
u
n
d
e
r
s
tan
d
in
g
h
o
w
VR
ca
n
e
n
h
an
ce
e
d
u
ca
tio
n
al
o
u
tco
m
es b
y
alig
n
in
g
tech
n
o
l
o
g
y
ca
p
ab
ilit
ies with
u
s
er
n
ee
d
s
[
3
8
]
,
[
4
0
]
.
Pra
ctica
lly
,
th
e
s
u
cc
ess
o
f
th
e
au
tis
m
VR
-
E
d
m
ed
ia
h
ig
h
li
g
h
ts
th
e
p
o
ten
tial
f
o
r
in
co
r
p
o
r
ati
n
g
VR
tech
n
o
lo
g
y
in
t
o
teac
h
er
tr
ain
in
g
c
u
r
r
icu
la
[
3
3
]
,
[
4
1
]
,
p
a
r
ticu
lar
ly
f
o
r
d
ev
elo
p
in
g
p
r
ac
tical
s
k
ills
in
wo
r
k
in
g
with
c
h
ild
r
en
with
ASD.
E
d
u
ca
tio
n
al
in
s
titu
tio
n
s
an
d
ASD
r
eh
ab
ili
tatio
n
ce
n
ter
s
ca
n
c
o
n
s
id
er
a
d
o
p
tin
g
s
im
ilar
VR
-
b
ased
ap
p
r
o
ac
h
es
to
en
h
an
ce
th
e
q
u
ality
o
f
tr
ain
in
g
an
d
b
ett
er
p
r
ep
a
r
e
co
lleg
e
s
tu
d
e
n
t te
ac
h
er
s
f
o
r
th
e
ch
allen
g
es o
f
ASD
ed
u
ca
tio
n
.
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
als
o
h
av
e
im
p
o
r
tan
t
p
o
licy
im
p
li
ca
tio
n
s
.
T
h
e
d
em
o
n
s
tr
ated
ef
f
ec
tiv
en
ess
an
d
p
o
s
itiv
e
u
s
er
p
er
ce
p
tio
n
s
o
f
VR
-
b
ased
tr
ai
n
in
g
s
u
g
g
est
th
at
p
o
licy
m
a
k
er
s
s
h
o
u
ld
c
o
n
s
id
er
s
u
p
p
o
r
tin
g
th
e
d
ev
elo
p
m
e
n
t
an
d
im
p
le
m
en
t
atio
n
o
f
s
u
ch
p
r
o
g
r
am
s
in
teac
h
er
ed
u
ca
tio
n
.
T
h
is
co
u
ld
in
v
o
lv
e
f
u
n
d
in
g
in
itiativ
es
to
cr
ea
te
h
ig
h
-
q
u
ality
VR
tr
ain
in
g
m
o
d
u
les,
p
r
o
v
id
in
g
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
o
p
p
o
r
t
u
n
ities
f
o
r
ed
u
ca
to
r
s
to
lear
n
h
o
w
to
u
s
e
VR
ef
f
ec
tiv
ely
,
an
d
in
ce
n
tiv
i
zin
g
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
to
ad
o
p
t
VR
-
b
ased
tr
ain
in
g
p
r
o
g
r
am
s
.
Fu
r
th
er
m
o
r
e,
p
o
licy
m
ak
er
s
s
h
o
u
l
d
co
n
s
id
er
th
e
p
o
ten
tial
f
o
r
VR
-
b
ased
tr
ain
in
g
to
ad
d
r
ess
th
e
cu
r
r
en
t
s
h
o
r
tag
e
o
f
q
u
ali
f
ied
s
p
ec
ial
ed
u
ca
tio
n
teac
h
e
r
s
b
y
p
r
o
v
id
in
g
s
ca
lab
le
an
d
ac
ce
s
s
ib
le
tr
ain
in
g
s
o
lu
tio
n
s
.
T
h
is
co
u
ld
in
v
o
lv
e
d
ev
elo
p
i
n
g
o
n
lin
e
VR
tr
ain
in
g
m
o
d
u
les
th
at
ca
n
b
e
a
cc
ess
ed
b
y
teac
h
er
ca
n
d
id
ates in
r
em
o
te
ar
ea
s
o
r
t
h
o
s
e
wh
o
ar
e
u
n
ab
le
t
o
p
ar
tici
p
ate
in
tr
ad
itio
n
al
i
n
-
p
er
s
o
n
tr
ain
in
g
p
r
o
g
r
a
m
s
.
5
.
3
.
L
im
it
a
t
io
ns
W
h
ile
th
is
s
tu
d
y
d
em
o
n
s
tr
at
es
th
e
ef
f
ec
tiv
en
ess
o
f
VR
tech
n
o
lo
g
y
in
AB
A
tr
ain
in
g
,
s
ev
er
al
lim
itatio
n
s
war
r
an
t
co
n
s
id
er
atio
n
.
T
h
e
s
ig
n
if
ica
n
t
im
p
r
o
v
em
en
t
in
p
o
s
t
-
test
s
co
r
es
m
ay
r
ef
lect
p
r
ac
tice
ef
f
ec
ts
o
r
s
h
o
r
t
-
ter
m
lea
r
n
in
g
r
ath
er
th
an
d
ee
p
s
k
ill
ac
q
u
is
itio
n
.
Fu
r
th
er
m
o
r
e
,
p
o
s
itiv
e
u
s
er
p
er
ce
p
tio
n
s
d
o
n
o
t
g
u
ar
an
tee
lo
n
g
-
ter
m
ad
o
p
ti
o
n
o
r
im
p
r
o
v
ed
s
tu
d
en
t
o
u
tco
m
es
in
r
ea
l
class
r
o
o
m
s
ettin
g
s
.
Pra
ctica
l
im
p
lem
en
tatio
n
c
h
allen
g
es,
in
clu
d
in
g
r
eso
u
r
ce
c
o
n
s
tr
ain
ts
,
t
ec
h
n
ical
s
u
p
p
o
r
t
r
e
q
u
ir
em
e
n
ts
,
an
d
th
e
n
ee
d
f
o
r
o
n
g
o
in
g
f
ac
u
lty
d
e
v
elo
p
m
e
n
t,
m
u
s
t
b
e
ad
d
r
ess
ed
f
o
r
lar
g
e
-
s
c
ale
ad
o
p
tio
n
.
T
h
is
s
tu
d
y
,
f
o
cu
s
ed
o
n
AB
A
m
ajo
r
s
tu
d
en
ts
,
aim
ed
to
cu
ltiv
ate
p
r
ac
tical
s
k
ills
f
o
r
s
er
v
in
g
c
h
ild
r
en
with
ASD.
As
an
e
m
er
g
in
g
f
ield
,
AB
A
ed
u
ca
tio
n
f
ac
es
lim
itatio
n
s
in
eq
u
ip
m
e
n
t,
r
eso
u
r
ce
s
,
a
n
d
te
ac
h
in
g
e
x
p
er
ien
ce
.
C
o
n
s
eq
u
e
n
tly
,
o
n
ly
4
0
o
f
t
h
e
1
1
0
r
eg
is
ter
ed
s
tu
d
en
ts
wer
e
s
elec
ted
as
r
esear
ch
s
u
b
jects.
Ad
d
itio
n
ally
,
t
h
e
o
n
e
-
g
r
o
u
p
e
x
p
er
im
en
tal
d
esig
n
with
o
u
t
a
co
n
tr
o
l
g
r
o
u
p
m
a
y
im
p
ac
t
th
e
g
en
e
r
aliza
b
ilit
y
o
f
r
esu
lts
an
d
th
e
s
tr
en
g
th
o
f
ca
u
s
al
in
f
er
en
ce
.
T
h
is
lim
itatio
n
af
f
ec
ts
ex
ter
n
al
v
ali
d
ity
b
u
t
p
r
o
v
i
d
es v
alu
ab
le
p
r
a
ctica
l e
x
p
er
ien
ce
f
o
r
f
u
tu
r
e
r
es
ea
r
ch
.
5
.
4
.
Rec
o
mm
enda
t
io
n
s
5
.
4
.
1
.
Rec
o
mm
enda
t
io
ns
f
o
r
im
plem
ent
a
t
io
n
T
h
e
p
o
s
itiv
e
f
in
d
in
g
s
o
f
t
h
is
s
tu
d
y
p
r
o
v
id
e
v
alu
ab
le
a
n
d
s
tr
o
n
g
ev
i
d
en
ce
f
o
r
th
e
im
p
lem
e
n
tatio
n
o
f
au
tis
m
VR
-
E
d
m
ed
ia.
T
o
en
s
u
r
e
ef
f
ec
tiv
e
im
p
lem
en
tatio
n
,
s
ev
er
al
k
ey
r
ec
o
m
m
e
n
d
atio
n
s
em
er
g
e
f
r
o
m
th
is
r
esear
ch
.
First,
estab
lis
h
in
g
lo
n
g
-
ter
m
co
llab
o
r
atio
n
with
eig
h
t
ex
p
er
ts
f
r
o
m
s
p
ec
ial
e
d
u
ca
tio
n
an
d
VR
tech
n
o
lo
g
y
f
ield
s
will
b
e
ess
e
n
tial
to
co
n
tin
u
e
in
n
o
v
atin
g
a
n
d
im
p
r
o
v
in
g
t
h
e
au
tis
m
VR
-
E
d
m
ed
ia
p
latf
o
r
m
.
Ad
d
itio
n
ally
,
c
o
m
p
r
eh
en
s
iv
e
tr
ain
in
g
o
p
p
o
r
tu
n
ities
m
u
s
t
b
e
p
r
o
v
id
ed
f
o
r
r
elev
an
t
teac
h
in
g
s
taf
f
to
e
n
s
u
r
e
th
ey
m
aster
k
e
y
im
p
lem
e
n
tatio
n
s
tep
s
an
d
ca
n
ef
f
ec
tiv
ely
i
n
teg
r
ate
an
d
u
tili
ze
VR
tech
n
o
lo
g
y
t
o
teac
h
AB
A
s
k
ills
.
Fu
r
th
er
m
o
r
e,
m
an
ag
e
r
s
s
h
o
u
ld
d
ev
elo
p
d
etailed
im
p
lem
en
tatio
n
m
an
ag
em
e
n
t
s
y
s
tem
s
wh
ile
m
ain
tain
in
g
g
o
o
d
co
m
m
u
n
icat
io
n
with
teac
h
er
s
,
s
tu
d
e
n
ts
,
an
d
o
th
er
r
elev
an
t
p
er
s
o
n
n
el
t
o
p
r
o
m
o
te
s
u
cc
ess
f
u
l
ad
o
p
tio
n
o
f
au
tis
m
VR
-
E
d
m
ed
ia
an
d
p
r
o
v
id
e
e
f
f
ec
tiv
e
s
u
p
p
o
r
t
f
o
r
th
e
p
latf
o
r
m
’
s
s
u
b
s
e
q
u
en
t
m
ain
ten
a
n
ce
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
u
tis
m
virt
u
a
l rea
lity e
d
u
ca
tio
n
med
ia
in
teg
r
a
tio
n
in
a
p
p
lied
b
eh
a
vio
r
a
n
a
lysi
s
tr
a
in
in
g
…
(
Yu
n
xia
N
ie
)
4685
T
h
e
s
tu
d
y
also
h
ig
h
lig
h
ts
th
e
i
m
p
o
r
tan
ce
o
f
f
o
s
ter
in
g
cl
o
s
e
c
o
llab
o
r
atio
n
b
etwe
en
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
an
d
ASD
r
eh
ab
ilit
atio
n
ce
n
ter
s
to
p
r
o
m
o
te
co
lleg
e
s
tu
d
e
n
t
tea
ch
er
s
’
ac
q
u
is
itio
n
o
f
AB
A
s
k
ills
th
r
o
u
g
h
v
ir
tu
al
p
r
ac
tical
tr
ain
in
g
,
th
er
e
b
y
m
ak
in
g
th
eir
f
u
tu
r
e
ed
u
ca
tio
n
a
l
in
ter
v
en
tio
n
s
m
o
r
e
p
r
ac
tical
an
d
ef
f
ec
tiv
e
f
o
r
ch
ild
r
en
with
ASD
.
Fin
ally
,
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
s
s
h
o
u
l
d
en
g
ag
e
i
n
d
ee
p
c
o
o
p
e
r
atio
n
with
tech
n
o
lo
g
y
co
m
p
an
ies
to
co
n
ti
n
u
o
u
s
ly
in
n
o
v
ate
e
x
is
tin
g
tech
n
o
lo
g
ies,
f
u
r
th
er
en
h
a
n
ce
tr
ai
n
in
g
ex
p
e
r
ien
ce
s
,
an
d
p
r
o
v
id
e
r
o
b
u
s
t
tech
n
ical
s
u
p
p
o
r
t
f
o
r
an
y
ch
allen
g
es
en
co
u
n
ter
ed
d
u
r
in
g
im
p
le
m
en
tatio
n
.
T
h
ese
co
m
p
r
eh
en
s
iv
e
im
p
lem
en
tatio
n
s
tr
ateg
ies
will
co
llectiv
ely
en
s
u
r
e
th
e
s
u
cc
ess
f
u
l
in
teg
r
atio
n
a
n
d
s
u
s
tain
ed
ef
f
ec
tiv
e
n
ess
o
f
au
tis
m
VR
-
E
d
m
ed
ia
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
5
.
4
.
2
.
Rec
o
mm
enda
t
io
ns
f
o
r
f
uture
re
s
ea
rc
h
T
o
f
u
r
th
e
r
ex
p
a
n
d
u
p
o
n
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
,
s
ev
er
al
k
ey
r
ec
o
m
m
en
d
atio
n
s
ar
e
p
r
o
p
o
s
ed
f
o
r
f
u
tu
r
e
r
esear
ch
d
ir
ec
tio
n
s
.
F
ir
s
t,
lar
g
er
-
s
ca
le,
m
u
lti
-
s
ite
s
tu
d
ies
in
v
o
lv
in
g
d
iv
e
r
s
e
s
am
p
le
p
o
p
u
latio
n
s
,
in
clu
d
in
g
p
ar
e
n
ts
o
f
ch
ild
r
e
n
with
ASD
,
ar
e
n
ec
ess
ar
y
to
f
u
r
th
er
v
alid
ate
th
e
ef
f
ec
tiv
e
n
ess
an
d
p
er
ce
p
tio
n
s
o
f
th
e
au
tis
m
VR
-
E
d
m
ed
ia,
th
er
eb
y
en
h
an
cin
g
th
e
g
en
er
aliz
ab
ilit
y
o
f
r
esear
ch
r
esu
lts
an
d
b
etter
p
r
o
m
o
tin
g
h
u
m
an
p
r
o
g
r
ess
an
d
d
e
v
elo
p
m
en
t
in
th
is
f
ield
.
Ad
d
itio
n
a
lly
,
f
u
tu
r
e
r
esear
c
h
s
h
o
u
ld
e
x
p
lo
r
e
th
e
r
elativ
e
ef
f
ec
tiv
en
ess
o
f
au
tis
m
VR
-
E
d
m
ed
ia
co
m
p
a
r
ed
to
tr
a
d
itio
n
al
tr
ain
in
g
m
eth
o
d
s
th
r
o
u
g
h
ca
r
ef
u
lly
d
esig
n
e
d
co
n
tr
o
lled
ex
p
er
im
en
ts
,
wh
ic
h
will
p
r
o
v
id
e
v
alu
ab
le
in
s
ig
h
ts
f
o
r
ed
u
ca
tio
n
al
p
r
ac
tice
a
n
d
ev
id
en
ce
-
b
ased
d
ec
is
io
n
m
ak
in
g
.
T
h
e
d
e
v
elo
p
m
en
t
o
f
ad
d
itio
n
al
tr
ain
in
g
m
eth
o
d
s
s
im
ilar
to
au
tis
m
VR
-
E
d
m
ed
ia
b
ased
o
n
VR
tech
n
o
lo
g
y
r
ep
r
esen
ts
an
o
th
er
cr
u
cial
r
esear
ch
av
e
n
u
e
th
at
co
u
ld
co
n
tr
i
b
u
te
s
ig
n
if
ica
n
tly
to
th
e
p
r
ac
tice
o
f
e
d
u
ca
tin
g
ch
ild
r
en
with
AS
D,
u
ltima
tely
im
p
r
o
v
in
g
th
e
q
u
ality
o
f
life
f
o
r
in
d
iv
id
u
als
with
ASD
an
d
th
eir
f
am
ilies
.
Fu
r
th
er
m
o
r
e,
lo
n
g
it
u
d
in
al
s
tu
d
ies
in
v
esti
g
atin
g
t
h
e
lo
n
g
-
ter
m
im
p
ac
t
o
f
VR
-
b
ased
tr
ain
in
g
o
n
co
lleg
e
s
tu
d
en
t
teac
h
er
s
’
p
er
f
o
r
m
an
ce
an
d
th
e
s
u
b
s
eq
u
en
t
o
u
tco
m
es
f
o
r
s
tu
d
en
ts
with
A
SD
th
ey
wo
r
k
with
wo
u
ld
p
r
o
v
id
e
ess
en
tial
in
s
ig
h
ts
in
to
th
e
s
u
s
tain
ed
ef
f
ec
ti
v
en
ess
o
f
th
ese
in
ter
v
en
tio
n
s
.
B
y
im
p
lem
en
tin
g
th
ese
co
m
p
r
e
h
en
s
iv
e
r
esear
ch
s
u
g
g
esti
o
n
s
,
it
will
b
e
p
o
s
s
ib
le
to
f
u
r
th
er
v
alid
ate
a
n
d
r
e
f
in
e
au
tis
m
VR
-
E
d
m
ed
ia,
d
r
iv
in
g
its
co
n
tin
u
o
u
s
im
p
r
o
v
em
e
n
t
an
d
m
ax
im
izin
g
its
p
o
ten
tial
in
in
n
o
v
atin
g
b
o
th
th
e
ed
u
ca
tio
n
o
f
ch
ild
r
en
with
ASD
an
d
s
p
ec
ial
ed
u
ca
tio
n
teac
h
er
tr
ain
i
n
g
p
r
ac
tices,
th
er
eb
y
co
n
tr
ib
u
ti
n
g
to
t
h
e
b
r
o
ad
er
ad
v
an
ce
m
e
n
t o
f
in
cl
u
s
iv
e
ed
u
ca
tio
n
al
m
eth
o
d
o
lo
g
ies.
6.
CO
NCLU
SI
O
N
T
h
is
ex
p
er
im
en
tal
s
tu
d
y
p
r
o
v
id
es
co
m
p
ellin
g
ev
id
en
ce
f
o
r
th
e
ef
f
ec
tiv
en
ess
o
f
au
tis
m
VR
-
E
d
m
ed
ia
in
en
h
an
cin
g
AB
A
s
k
ills
am
o
n
g
co
lleg
e
s
tu
d
en
t
teac
h
er
s
p
r
ep
ar
in
g
to
wo
r
k
with
ch
ild
r
en
with
ASD
.
T
h
e
r
esear
ch
s
u
cc
ess
f
u
lly
ad
d
r
es
s
ed
b
o
th
p
r
im
a
r
y
o
b
jectiv
es
b
y
d
em
o
n
s
tr
atin
g
s
ig
n
i
f
ican
t
im
p
r
o
v
em
en
ts
in
p
ar
ticip
an
ts
’
AB
A
co
m
p
eten
cies
an
d
r
ev
ea
lin
g
o
v
er
wh
e
lm
in
g
ly
p
o
s
itiv
e
u
s
er
p
er
ce
p
tio
n
s
to
war
d
th
e
VR
-
b
ased
tr
ain
in
g
p
latf
o
r
m
.
Qu
an
titativ
e
f
in
d
in
g
s
r
e
v
ea
led
s
u
b
s
tan
tial
s
k
ill
en
h
an
ce
m
en
t
,
with
p
ar
ticip
an
ts
’
ac
h
iev
em
en
t
s
co
r
es
in
cr
ea
s
i
n
g
d
r
am
atica
lly
f
r
o
m
1
8
.
0
5
(
SD=3
.
0
0
)
to
4
1
.
1
0
(
SD=
2
.
2
5
)
,
r
ep
r
esen
tin
g
s
tatis
t
ically
s
ig
n
if
ican
t
im
p
r
o
v
em
en
t
th
at
v
alid
ates
th
e
ed
u
ca
tio
n
al
ef
f
icac
y
o
f
im
m
er
s
iv
e
VR
tech
n
o
lo
g
y
in
s
p
ec
ial
ed
u
ca
tio
n
teac
h
er
p
r
e
p
ar
atio
n
.
T
h
e
p
r
ac
tical
im
p
licatio
n
s
h
ig
h
lig
h
t
th
e
tr
an
s
f
o
r
m
ativ
e
p
o
ten
tial
o
f
in
co
r
p
o
r
atin
g
VR
tech
n
o
l
o
g
y
in
to
teac
h
er
tr
ain
in
g
cu
r
r
icu
la
f
o
r
s
p
ec
ial
ed
u
ca
tio
n
.
T
h
e
au
tis
m
VR
-
E
d
m
ed
ia
s
u
cc
ess
f
u
lly
b
r
id
g
e
d
th
e
cr
itical
g
ap
b
etwe
en
th
e
o
r
etica
l
k
n
o
wled
g
e
a
n
d
p
r
ac
tical
ap
p
li
ca
tio
n
b
y
p
r
o
v
id
i
n
g
r
ea
lis
tic,
im
m
er
s
iv
e
tr
ain
in
g
s
ce
n
ar
io
s
th
at
clo
s
ely
m
im
ic
r
ea
l
-
wo
r
ld
i
n
ter
ac
tio
n
s
with
c
h
ild
r
en
with
ASD.
C
o
n
s
is
ten
tly
p
o
s
itiv
e
p
ar
ticip
a
n
t
p
er
ce
p
tio
n
s
r
e
g
ar
d
in
g
th
e
m
ed
ia
’
s
u
s
ef
u
ln
ess
,
ea
s
e
o
f
u
s
e,
en
g
ag
em
e
n
t
lev
el,
an
d
r
elev
an
c
e
to
f
u
tu
r
e
p
r
o
f
ess
io
n
al
r
eq
u
ir
em
en
ts
d
em
o
n
s
tr
ate
s
tr
o
n
g
u
s
er
ac
ce
p
tan
ce
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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14
,
No
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6
,
Dec
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b
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20
25
:
4
6
7
7
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4
6
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4686
AUTHO
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CO
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Po
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DATA AV
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[
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wh
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estrictio
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RE
F
E
R
E
NC
E
S
[
1
]
J.
F
.
C
e
r
e
r
o
,
M
.
M
.
R
u
e
d
a
,
a
n
d
E
.
L
.
M
e
n
e
s
e
s,
“
T
h
e
I
mp
a
c
t
o
f
P
a
r
e
n
t
a
l
I
n
v
o
l
v
e
m
e
n
t
o
n
t
h
e
Ed
u
c
a
t
i
o
n
a
l
D
e
v
e
l
o
p
men
t
o
f
S
t
u
d
e
n
t
s
w
i
t
h
A
u
t
i
sm
S
p
e
c
t
r
u
m
D
i
s
o
r
d
e
r
,
”
C
h
i
l
d
r
e
n
,
v
o
l
.
1
1
,
n
o
.
9
,
p
.
1
0
6
2
,
A
u
g
.
2
0
2
4
,
d
o
i
:
1
0
.
3
3
9
0
/
c
h
i
l
d
r
e
n
1
1
0
9
1
0
6
2
.
[
2
]
T.
H
i
r
o
t
a
a
n
d
B
.
H
.
K
i
n
g
,
“
A
u
t
i
sm
sp
e
c
t
r
u
m
d
i
s
o
r
d
e
r
:
a
r
e
v
i
e
w
,
”
J
a
m
a
,
v
o
l
.
3
2
9
,
n
o
.
2
,
p
p
.
1
5
7
–
1
6
8
,
Ja
n
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
0
1
/
j
a
m
a
.
2
0
2
2
.
2
3
6
6
1
.
[
3
]
X
.
S
u
n
e
t
a
l
.
,
“
A
u
t
i
sm
p
r
e
v
a
l
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c
e
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n
C
h
i
n
a
i
s
c
o
m
p
a
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a
b
l
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o
w
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s
t
e
r
n
p
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e
v
a
l
e
n
c
e
,
”
Mo
l
e
c
u
l
a
r
Au
t
i
sm
,
v
o
l
.
1
0
,
n
o
.
1
,
p
.
7
,
D
e
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0
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1
1
8
6
/
s1
3
2
2
9
-
0
1
8
-
0
2
4
6
-
0.
[
4
]
A
.
S
.
A
l
g
h
a
md
i
,
“
Tr
a
i
n
i
n
g
t
e
a
c
h
e
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u
t
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sm
sp
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c
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m
d
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s
o
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r
,
”
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o
u
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n
a
l
o
f
E
d
u
c
a
t
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o
n
a
n
d
Pr
a
c
t
i
c
e
,
v
o
l
.
1
2
,
n
o
.
1
7
,
p
p
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7
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6
,
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n
.
2
0
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1
,
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o
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:
1
0
.
7
1
7
6
/
j
e
p
/
1
2
-
17
-
0
2
.
[
5
]
N
.
A
b
i
d
,
S
.
A
sl
a
m,
A
.
A
z
e
e
m
,
a
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d
S
.
S
h
a
h
i
d
i
-
H
a
me
d
a
n
i
d
,
“
U
n
l
o
c
k
i
n
g
s
o
c
i
a
l
g
r
o
w
t
h
:
t
h
e
i
mp
a
c
t
o
f
a
p
p
l
i
e
d
b
e
h
a
v
i
o
r
a
n
a
l
y
s
i
s
o
n
c
h
i
l
d
r
e
n
w
i
t
h
a
u
t
i
sm
s
p
e
c
t
r
u
m
d
i
so
r
d
e
r
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
E
l
e
c
t
r
o
n
i
c
J
o
u
r
n
a
l
o
f
E
l
e
m
e
n
t
a
r
y
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
6
,
n
o
.
4
,
p
p
.
5
0
9
–
5
2
0
,
Ju
n
.
2
0
2
4
,
d
o
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:
1
0
.
2
6
8
2
2
/
i
e
j
e
e
.
2
0
2
4
.
3
4
9
.
[
6
]
Y
.
L
i
a
o
,
K
.
D
i
l
l
e
n
b
u
r
g
e
r
,
a
n
d
X
.
H
u
,
“
B
e
h
a
v
i
o
r
a
n
a
l
y
t
i
c
i
n
t
e
r
v
e
n
t
i
o
n
s
f
o
r
c
h
i
l
d
r
e
n
w
i
t
h
a
u
t
i
sm
:
p
o
l
i
c
y
a
n
d
p
r
a
c
t
i
c
e
i
n
t
h
e
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n
i
t
e
d
K
i
n
g
d
o
m
a
n
d
C
h
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n
a
,
”
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t
i
sm
,
v
o
l
.
2
6
,
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o
.
1
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p
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1
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,
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1
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1
3
6
2
3
6
1
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2
1
1
0
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0
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7
6
.
[
7
]
Y
.
Li
a
o
,
K
.
D
i
l
l
e
n
b
u
r
g
e
r
,
W
.
H
e
,
Y
.
X
u
,
a
n
d
H
.
C
a
i
,
“
A
s
y
st
e
ma
t
i
c
r
e
v
i
e
w
o
f
a
p
p
l
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d
b
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a
v
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r
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