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(2014) Technologies of inclusive well-being, Dordrecht, Springer.
Virtual teacher and classroom for assessment of neurodevelopmental disorders
Thomas D. Parsons
pp. 121-137
Differential diagnosis and treatment of neurodevelopmental disorders that impact the brain's frontostriatal system require assessments that can differentiate the overlapping symptoms. Previous research has most often relied on paper-and-pencil as well as computerized psychometric tests of executive functions. Although these approaches provide highly systematic control and delivery of performance challenges, they have also been criticized as limited in the area of ecological validity. A possible answer to the problems of ecological validity in assessment of executive functioning in HFA children is to immerse the child in a virtual classroom environment where s/he interacts with a virtual human teacher.
Publication details
DOI: 10.1007/978-3-642-45432-5_7
Full citation:
Parsons, T. D. (2014)., Virtual teacher and classroom for assessment of neurodevelopmental disorders, in A. Lewis brooks & S. Brahnam (eds.), Technologies of inclusive well-being, Dordrecht, Springer, pp. 121-137.
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