Utilização da Realidade Virtual como ferramenta para inclusão de indivíduos com Transtorno do Espectro Autista no mercado de trabalho: uma revisão sistemática
Resumo
Este artigo apresenta uma revisão sistemática sobre a inserção de jovens adultos com Transtorno do Espectro Autista (TEA) no mercado de trabalho, fazendo uso de Realidade Virtual como ferramenta de apoio. Realizar uma revisão sistemática é uma forma de trabalho metodologicamente correta, tentando trazer a maior quantidade de trabalhos de uma maneira científica. O artigo tem por objetivo analisar os trabalhos que vêm sendo realizados na área e quais as vantagens e desvantagens da utilização desta tecnologia para auxiliar essa população específica. Para tanto, algumas métricas de comparação entre os trabalhos encontrados foram definidas. Pode-se concluir que essa é uma área ainda pouco explorada e que pode ter resultados significativos para melhorar a qualidade de vida e independência de indivíduos com TEA.
Palavras-chave:
Realidade Virtual, Transtorno do Espectro Autista, mercado de trabalho, inclusão, revisão sistemática
Referências
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Bontempo, T. (2009). Sensory processing patterns in high-ability adults with autism spectrum disorders in the workplace.
Burke, S., Bresnahan, T., Li, T., Epnere, K., Rizzo, A., Partin, M., M. Ahlness, R., and Trimmer, M. (2017). Using virtual interactive training agents (VITA) with adults with autism and other developmental disabilities. Journal of Autism and Developmental Disorders, 48.
Constantino, J., A Davis, S., D Todd, R., K Schindler, M., M Gross, M., L Brophy, S., M Metzger, L., S Shoushtari, C., Splinter, R., and Reich, W. (2003). Validation of a brief quantitative measure of autistic traits: Comparison of the social responsiveness scale with the autism diagnostic interview-revised. Journal of autism and developmental disorders, 33:427–33.
Didehbani, N., Allen, T., Kandalaft, M., Krawczyk, D., and Chapman, S. (2016). Virtual reality social cognition training for children with high functioning autism. Computers in Human Behavior, 62:703–711.
Giannini, D. (2018). Aumenta número de crianças com autismo, segundo pesquisa. noticias.r7.com.
Hendricks, D. (2010). Employment and adults with autism spectrum disorders: Challenges and strategies for success. Journal of Vocational Rehabilitation, 32:125–134.
Kandalaft, M., Didehbani, N., Krawczyk, D., Allen, T., and Chapman, S. (2012). Virtual reality social cognition training for young adults with high-functioning autism. Journal of autism and developmental disorders, 43.
Leston, J. (1996). Virtual reality: The IT perspective. The Computer Bulletin, 38.
Loomes, R., Hull, L., and Mandy, W. (2017). What is the male-to-female ratio in autism spectrum disorder? A systematic review and meta-analysis. Journal of the American Academy of Child Adolescent Psychiatry, 56.
Miller, H. and Bugnariu, N. (2016). Level of immersion in virtual environments impacts the ability to assess and teach social skills in autism spectrum disorder. Cyberpsychology, behavior and social networking, 19.
Morie, J. (1994). Inspiring the future: merging mass communication, art, entertainment and virtual environments. ACM SIGGRAPH Computer Graphics, 28:135–138.
Parsons, S. and Mitchell, P. (2002). The potential of virtual reality in social skills training for people with autistic spectrum disorders. Journal of intellectual disability research : JIDR, 46:430–43.
Robertson, G., Card, S., and Mackinlay, J. (1993). Three views of virtual reality: nonimmersive virtual reality. Computer, 26:81.
Roever, L. (2018). PICO: Model for clinical questions. Evidence-Based Medicine.
Schlosser, R. W. (2006). The role of systematic reviews in evidence-based practice, research and development. Focus.
Schmidt, M., Schmidt, C., Glaser, N., Beck, D., Lim, M., and Palmer, H. (2019). Evaluation of a spherical video-based virtual reality intervention designed to teach adaptive skills for adults with autism: a preliminary report. Interactive Learning Environments.
Shattuck, P., Narendorf, S., Cooper, B., Sterzing, P., Wagner, M., and Taylor, J. (2012). Postsecondary education and employment among youth with an autism spectrum disorder. Pediatrics, 129:1042–9.
Smith, M., Smith, J., F Fleming, M., Jordan, N., Brown, H., Humm, L., Olsen, D., and Bell, M. (2017). Mechanism of action for obtaining job offers with virtual reality job interview training. Psychiatric services (Washington, D.C.), 68.
Strickland, D. C., Coles, C., and Southern, L. B. (2013). Jobtips: A transition to employment program for individuals with autism spectrum disorders. Journal of autism and developmental disorders, 43.
Taylor, J. and Mailick, M. (2011). Employment and post-secondary educational activities for young adults with autism spectrum disorders during the transition to adulthood. Journal of autism and developmental disorders, 41:566–74.
Tzanavari, A., Charalambous-Darden, N., Herakleous, K., and Poullis, C. (2015). Effectiveness of an immersive virtual environment (CAVE) for teaching pedestrian crossing to children with PDD-NOS.
Ward, D. M. and Esposito, K. (2018). Virtual reality in transition program for adults with autism: Self-efficacy, confidence, and interview skills. Contemporary School Psychology.
Wing, L. and Gould, J. (1979). Severe impairments of social-interaction and associated abnormalities in children—epidemiology and classification. Journal of autism and developmental disorders, 9:11–29.
Baio, J. (2014). Prevalence of autism spectrum disorder among children aged 8 years-autism and developmental disabilities monitoring network, 11 sites, United States. Cent. Dis. Control Prev., 63:1–24.
Bontempo, T. (2009). Sensory processing patterns in high-ability adults with autism spectrum disorders in the workplace.
Burke, S., Bresnahan, T., Li, T., Epnere, K., Rizzo, A., Partin, M., M. Ahlness, R., and Trimmer, M. (2017). Using virtual interactive training agents (VITA) with adults with autism and other developmental disabilities. Journal of Autism and Developmental Disorders, 48.
Constantino, J., A Davis, S., D Todd, R., K Schindler, M., M Gross, M., L Brophy, S., M Metzger, L., S Shoushtari, C., Splinter, R., and Reich, W. (2003). Validation of a brief quantitative measure of autistic traits: Comparison of the social responsiveness scale with the autism diagnostic interview-revised. Journal of autism and developmental disorders, 33:427–33.
Didehbani, N., Allen, T., Kandalaft, M., Krawczyk, D., and Chapman, S. (2016). Virtual reality social cognition training for children with high functioning autism. Computers in Human Behavior, 62:703–711.
Giannini, D. (2018). Aumenta número de crianças com autismo, segundo pesquisa. noticias.r7.com.
Hendricks, D. (2010). Employment and adults with autism spectrum disorders: Challenges and strategies for success. Journal of Vocational Rehabilitation, 32:125–134.
Kandalaft, M., Didehbani, N., Krawczyk, D., Allen, T., and Chapman, S. (2012). Virtual reality social cognition training for young adults with high-functioning autism. Journal of autism and developmental disorders, 43.
Leston, J. (1996). Virtual reality: The IT perspective. The Computer Bulletin, 38.
Loomes, R., Hull, L., and Mandy, W. (2017). What is the male-to-female ratio in autism spectrum disorder? A systematic review and meta-analysis. Journal of the American Academy of Child Adolescent Psychiatry, 56.
Miller, H. and Bugnariu, N. (2016). Level of immersion in virtual environments impacts the ability to assess and teach social skills in autism spectrum disorder. Cyberpsychology, behavior and social networking, 19.
Morie, J. (1994). Inspiring the future: merging mass communication, art, entertainment and virtual environments. ACM SIGGRAPH Computer Graphics, 28:135–138.
Parsons, S. and Mitchell, P. (2002). The potential of virtual reality in social skills training for people with autistic spectrum disorders. Journal of intellectual disability research : JIDR, 46:430–43.
Robertson, G., Card, S., and Mackinlay, J. (1993). Three views of virtual reality: nonimmersive virtual reality. Computer, 26:81.
Roever, L. (2018). PICO: Model for clinical questions. Evidence-Based Medicine.
Schlosser, R. W. (2006). The role of systematic reviews in evidence-based practice, research and development. Focus.
Schmidt, M., Schmidt, C., Glaser, N., Beck, D., Lim, M., and Palmer, H. (2019). Evaluation of a spherical video-based virtual reality intervention designed to teach adaptive skills for adults with autism: a preliminary report. Interactive Learning Environments.
Shattuck, P., Narendorf, S., Cooper, B., Sterzing, P., Wagner, M., and Taylor, J. (2012). Postsecondary education and employment among youth with an autism spectrum disorder. Pediatrics, 129:1042–9.
Smith, M., Smith, J., F Fleming, M., Jordan, N., Brown, H., Humm, L., Olsen, D., and Bell, M. (2017). Mechanism of action for obtaining job offers with virtual reality job interview training. Psychiatric services (Washington, D.C.), 68.
Strickland, D. C., Coles, C., and Southern, L. B. (2013). Jobtips: A transition to employment program for individuals with autism spectrum disorders. Journal of autism and developmental disorders, 43.
Taylor, J. and Mailick, M. (2011). Employment and post-secondary educational activities for young adults with autism spectrum disorders during the transition to adulthood. Journal of autism and developmental disorders, 41:566–74.
Tzanavari, A., Charalambous-Darden, N., Herakleous, K., and Poullis, C. (2015). Effectiveness of an immersive virtual environment (CAVE) for teaching pedestrian crossing to children with PDD-NOS.
Ward, D. M. and Esposito, K. (2018). Virtual reality in transition program for adults with autism: Self-efficacy, confidence, and interview skills. Contemporary School Psychology.
Wing, L. and Gould, J. (1979). Severe impairments of social-interaction and associated abnormalities in children—epidemiology and classification. Journal of autism and developmental disorders, 9:11–29.
Publicado
11/11/2019
Como Citar
MONTEIRO, Giulia T.; ADAMATTI, Diana F..
Utilização da Realidade Virtual como ferramenta para inclusão de indivíduos com Transtorno do Espectro Autista no mercado de trabalho: uma revisão sistemática. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 30. , 2019, Brasília/DF.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2019
.
p. 1171-1180.
DOI: https://doi.org/10.5753/cbie.sbie.2019.1171.
