Interventions aimed at increasing individuals’ independence can potentially improve quality of life (Brennan Ramirez, 2008). However, teaching the related skills in the natural environment, particularly in communities, can be challenging. This study investigated the use of immersive virtual reality to teach autistic children to cross the street using a nonconcurrent multiple baseline design. Three participants were recruited; however, only two completed all phases. Data were collected on the number of steps completed correctly in a task analysis. Baseline data were collected in the natural environment and in the virtual environment modeled after the natural environment. Training occurred in the virtual environment. Follow-up maintenance and generalization checks were conducted. Both participants who completed the study showed increases in the number of steps in the task analysis completed correctly in the virtual and natural environment when compared to baseline. Suggestions for improving efficiency through prompting and intervention components are also discussed.
