BALTIMORE — Virtual reality headsets like the Meta Quest 3, PlayStation VR 2 and HTC Vive have long been tied to gaming, covering users’ eyes with high-resolution screens and delivering immersive, interactive worlds to explore and problem-solve.
Now, a pioneering study by the Kennedy Krieger Institute in Silver Spring uses that same technology to help young people with Down syndrome and autism practice life skills and learn through experience.
In a controlled, low-risk environment, users in the study build confidence and master everyday tasks at their own pace, using what began as entertainment as a powerful tool for navigating their communities, finding jobs and building lasting independence.
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“This technology represents an innovative approach to supporting individuals with disabilities as they build functional life skills and employment skills,” Stacey Beichler, assistant vice president of Kennedy Kreiger’s Neurodiversity at Work team, told The Baltimore Sun.
“Because the field is still emerging, there is limited research available. However, our program is designed to be fully person-centered, focusing on each individual’s unique needs, interests, and goals.”
Training sessions could be as simple as crossing the street safely, riding a bus, or making a purchase at a store, or as advanced as practicing employment interviews.
Members are participants in the CORE Foundations program, part of Kennedy Krieger’s Neurodiversity at Work offerings for older individuals facing adult life challenges. CORE stands for community, opportunity, respect and employment. The four young adults use Meta Quest 2 headsets and Floreo, a virtual reality training program designed for children with learning disabilities to prepare them for these challenges.
“Of course, it’s awesome,” community member Timaron Chang told The Sun.
“It helps me learn things like how to cross the street safely and have conversations with people,” he said. “This was the first time for me using virtual reality. I was a little nervous, but I still love it.”
There’s science taking place behind the scenes, Beichler said. The software delivers training tailored to each member, and measures users’ timing and responses to help assess their progress and confidence. That data, along with observations on how users warm up to the technology, will inform their plans to offer this training to any of the 60 CORE Foundations members in Baltimore, Howard and Montgomery counties.
“Our long‑term goal is to use this information to support a comprehensive research study and contribute meaningful findings to the field,” she said. Of the four young adults participating in the pilot program in Rockville, Md., most need help navigating public spaces and transportation.
“Travel training is huge for people with a disability, in terms of their independence,” Beichler said. “It’s not just practicing riding the bus; it’s an immersive way to train in a fun environment. And it sticks more when it’s fun.”
Usually, after their VR session, they cross the street for lunch, giving them valuable reinforcement in their real-world skills. After several sessions, she said it’s exciting for the whole team to see the lessons taking hold.
“One of our community members texted our group chat and said, ‘I practiced what we practiced in VR. I looked both ways before crossing the street,’” Beichler said.
The Floreo software provides instructor Toni Massimo with prompts to guide members through the lessons in their personal training plan.
The Sun observed participants looking both ways before crossing the street, giving other virtual characters space or offering their seats, negotiating bus fare or asking the driver about questions. If they missed their bus, they learned to call their parents and the Kennedy Kreiger staff.
“I’m the confident one! This is easy for me,” William “Billy” Riggs says while getting ready to put on the headset.
Robin and Timeron talk in low voices as Billy crosses the street to the bus stop. He waits for the B2 bus to the library, and negotiates social cues from virtual passengers wanting a closer look at the map, or giving them personal space or offering a seat. The B1 bus comes along, then the B3. Billy steps forward to check the numbers on each bus by focusing on a red arrow pointing at the sidewalk near the curb.
“And you know the seat is a safe place to wait,” Massimo prompts. He finds another arrow, pointing at the bench.
In a setting called a “sensory room,” participants immerse themselves in different environments and look all around. Jason Milobsky chooses to visit the fish in an aquarium, complete with a bubbling treasure chest.
Toni prompts Jason to look for a fish swimming towards him.
“You might need to turn your head to see the fish,” she says.
“I see a fish,” Jason says, “Whee!”
The sensory rooms are designed to be calming and allow them to decompress, Massimo said. And the immersive environment presents simplified versions of real-life activities, adding more virtual avatars for those with a higher comfort level in crowds or with background chatter.
“It goes back to learning in a fun way,” Beichler said. “It also removes a lot of outside stimuli, so no one gets distracted by what’s going on in the room.”
“On the other hand, these sessions also provide natural socialization, and that’s what we really want,” Beichler said. “Our goal is to build community. While they’re waiting their turns, they’re making friends and being part of a community.”
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