Using Virtual Peers with Autistic Children

A preliminary study designed to prepare autistic children for better interaction with those around them is using "virtual peers," which are animated versions of children projected on a large screen and programmed for two-way conversation. Justine Cassell, a professor of communication studies, electrical engineering and computer science at Northwestern University states, “Children with high-functioning autism may be able to give you a lecture on a topic of great interest to them but they can’t carry on a ‘contingent’ – or two-way – conversation." Data was gathered from six high-functioning autistic children aged 7 to 11, as they participated in hour long sessions of play with both real-life children and "Sam", the virtual eight year old. Cassell and Andrea Tartaro, another researcher, found the autistic children were producing more contingent, or conversational sentences by their interaction with the virtual peer than they did with their real peers.

The success is somewhat attributed to the inherent quality of infinite patience, and the ability for control over emotional states as required from the virtual peer. The researchers were careful to point out that the idea is not to replace autistic children's social interaction with virtual playmates, but to use it as a controlled means towards more complete language and a bridge to improved interaction in the real world.