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Poor social skills in autism spectrum disorder (ASD) are associated withreduced independence in daily life. Current interventions for improving thesocial skills of individuals with ASD fail to represent the complexity ofreal-life social settings and situations. Virtual reality (VR) may facilitatesocial skills training in social environments and situations proximal to reallife, however, more research is needed for elucidating aspects such as theacceptability, usability, and user experience of VR systems in ASD. Twenty-fiveparticipants with ASD attended a neuropsychological evaluation and threesessions of VR social skills training, incorporating five (5) social scenarioswith three difficulty levels for each. Participants reported highacceptability, system usability, and user experience. Significant correlationswere observed between performance in social scenarios, self-reports, andexecutive functions. Working memory and planning ability were significantpredictors of functionality level in ASD and the VR system's perceivedusability respectively. Yet, performance in social scenarios was the bestpredictor of usability, acceptability, and functionality level in ASD. Planningability substantially predicted performance in social scenarios, postulating animplication in social skills. Immersive VR social skills training appearseffective in individuals with ASD, yet an error-less approach, which isadaptive to the individual's needs, should be preferred.

Virtual Reality Training of Social Skills in Autism Spectrum Disorder:  An Examination of Acceptability, Usability, User Experience, Social Skills,  and Executive Functions