自闭症谱系障碍
虚拟现实
心理学
社交技能
互惠(文化人类学)
适应(眼睛)
心理教育
人口
自闭症
发展心理学
认知心理学
计算机科学
人机交互
社会心理学
医学
干预(咨询)
精神科
神经科学
环境卫生
作者
Horace H. S. Ip,Simpson W. L. Wong,Daniel Chan,Julia Byrne,Chen Li,Vanessa S. N. Yuan,Kate Shuk-Ying Lau,Joe Y. W. Wong
标识
DOI:10.1016/j.compedu.2017.09.010
摘要
Deficits in social-emotional reciprocity, one of the diagnostic criteria of Autism Spectrum Disorder (ASD), greatly hinders children with ASD from responding appropriately and adapting themselves in various social situations. Although evidences have shown that virtual reality environment is a promising tool for emotional and social adaptation skills training on ASD population, there is a lack of large-scale trials with intensive evaluations to support such findings. This paper presents a virtual reality enabled program for enhancing emotional and social adaptation skills for children with ASD. Six unique learning scenarios, of which one focuses on emotion control and relaxation strategies, four that simulate various social situations, and one that facilitates consolidation and generalization, are designed and developed with corresponding psychoeducation procedures and protocols. The learning scenarios are presented to the children via a 4-side immersive virtual reality environment (a.k.a., half-CAVE) with non-intrusive motion tracking. A total number of 94 children between the ages of 6–12 with clinical diagnosis of ASD participated in the 28-session program that lasted for 14 weeks. By comparing pre- and post-assessments, results reported in this paper show significant improvements in the project's primary measures on children's emotion expression and regulation and social-emotional reciprocity but not on other secondary measures.
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