| Title |
Using Virtual Interactive Training Agents (ViTA) with Adults with Autism and Other Developmental Disabilities
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, November 2017
|
| DOI | 10.1007/s10803-017-3374-z |
| Pubmed ID | |
| Authors |
Shanna L. Burke, Tammy Bresnahan, Tan Li, Katrina Epnere, Albert Rizzo, Mary Partin, Robert M. Ahlness, Matthew Trimmer |
| Abstract |
Conversational virtual human (VH) agents are increasingly used to support role-play experiential learning. This project examined whether a Virtual Interactive Training Agent (ViTA) system would improve job interviewing skills in individuals with autism and developmental disabilities (N = 32). A linear mixed model was employed to evaluate adjusted least square mean differences of means scores on the Marino Interview Assessment Scale (MIAS) across different time points. The mean score of MIAS over all questions increased between the first ViTA session and the final face-to-face interview. Participants developed the ability to identify strengths, self-promote, self-advocate, answer situational questions, and respond to behavioral/social questions as measured by multiple evaluations using the MIAS. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 2 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 220 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 220 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 34 | 15% |
| Student > Ph. D. Student | 32 | 15% |
| Researcher | 26 | 12% |
| Student > Doctoral Student | 20 | 9% |
| Student > Bachelor | 18 | 8% |
| Other | 31 | 14% |
| Unknown | 59 | 27% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 51 | 23% |
| Computer Science | 21 | 10% |
| Social Sciences | 18 | 8% |
| Nursing and Health Professions | 14 | 6% |
| Engineering | 9 | 4% |
| Other | 37 | 17% |
| Unknown | 70 | 32% |
Attention Score in Context
This research output has an Altmetric Attention Score of 19. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 03 March 2019.
All research outputs
#1,779,878
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#770
of 5,240 outputs
Outputs of similar age
#41,122
of 444,070 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#25
of 120 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. Compared to these this one has done particularly well and is in the 92nd percentile: it's in the top 10% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one has done well, scoring higher than 86% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 444,070 tracked outputs that were published within six weeks on either side of this one in any source. This one has done particularly well, scoring higher than 90% of its contemporaries.
We're also able to compare this research output to 120 others from the same source and published within six weeks on either side of this one. This one has done well, scoring higher than 79% of its contemporaries.