Virtual Reality and Augmented Social Training for Autism

自闭症的虚拟现实和增强社交训练

• 批准号: 7643493
• 负责人: PETER C MUNDY
• 金额: $ 20.58万
• 依托单位: UNIVERSITY OF CALIFORNIA AT DAVIS
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-08-01 至 2011-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7643493
• 关键词: Adaptive Behaviors; Address; Affect; Age; Attention; Attention deficit hyperactivity disorder; Autistic Disorder; Behavioral; Child; Clinic; Clinical Sciences; Continuity of Patient Care; Control Groups; Data; Development; Educational Curriculum; Educational Intervention; Effectiveness; Environment; Evaluation; Exercise; Failure; Family; Goals; Healthcare; Home environment; Hour; Immersion Investigative Technique; Impairment; Individual; Individual Differences; Institutes; Intervention; Laboratory Study; Learning; Life; Measures; Mental Health; Mental Retardation; Methods; Mind; Monitor; Motivation; Negative Reinforcements; Neurodevelopmental Disorder; Nursery Schools; Outcome; Persons; Phase; Problem Solving; Procedures; Quality of life; Randomized; Randomized Controlled Trials; Research; Research Design; Research Methodology; Rewards; Risk; Safety; Sample Size; Sampling; Schools; Social Environment; Social Interaction; Social Problems; Subgroup; Technology; Testing; Therapeutic; Training; Training Programs; base; case control; cohort; cost; cost effective; design; developmental disease; experience; improved; innovation; member; novel; prevent; programs; response; skills; skills training; social; social skills; theories; treatment response; virtual; virtual reality

DESCRIPTION (provided by applicant): This application describes a novel and innovative program of research designed to examine the therapeutic applications of virtual reality (VR) technology to solve the problem of generalizability of social skills training (SST) for children with higher functioning autism (HFA). Several studies indicate that SST has the potential to significantly improve the adaptive behaviors and quality of life of HFA children. However, cost and safety issues have prevented SST intervention paradigms from including effective methods to practice and generalize social skills beyond the immediate contexts of intervention. Therefore, the problem of generalizability currently impedes progress on the development of optimally effective SST programs for HFA children. One potential means for addressing this problem is to apply advances in VR technology to provide social skills practice environments for HFA children. VR environments may provide HFA children with varied but more controlled and safer social contexts, than are available in "real life", to practice social skills exercises that maximize learning while minimizing risks of failure and negative reinforcement learning ((McGeorge et al. 2001; Parsons et al. 2006; Standen & Brown, 2005). Therefore, a major aim of the R21 phase of this application is to bring together expertise in the study of virtual social interactions with expertise in the clinical science of autism to develop VR social skills practice tasks that may be used to augment current SST intervention methods for HFA children. A goal of the R33 phase is to provide an initial randomized case control test of the effectiveness of VR augmentation of SST with 42 HFA children between the ages of 8 and 18. The R33 phase of research will also be designed to provide empirical tests of novel hypotheses about measures of executive self monitoring and motivation associated with behavioral activation t may predict individual differences in responsiveness of HFA to treatment (Mundy et al. 2007). It is anticipated that the results of this program of research will support the development of a larger randomized controlled efficacy study of VR augmented SST for HFA children. The results will also support larger theory based examinations of the factors that affect individual differences in intervention responsiveness in autism. In addition, although the initial therapeutic focus of this research will be on SST for HFA children it is reasonable to expect that the general principles, procedures and VR intervention platforms developed in the course of this research will have the potential for widespread, cost-effective applications to interventions for a variety of other neuro- developmental disorders (e.g. ADHD) across a range of context (i.e. home, clinics and schools).

描述（由申请人提供）：本申请描述了一项新颖而创新的研究计划，旨在检查虚拟现实（VR）技术的治疗应用，以解决针对具有较高功能自闭症（HFA）儿童的社交技能培训（SST）的普遍性问题。几项研究表明，SST有可能显着改善HFA儿童的适应性行为和生活质量。但是，成本和安全问题阻止了SST干预范例包括有效的方法，以实践和推广社交技能，超出了干预的直接情况。因此，目前的普遍性问题阻碍了针对HFA儿童最佳有效的SST计划的发展进展。解决此问题的一种潜在手段是将VR技术的进步应用于HFA儿童提供社交技能练习环境。与“现实生活”相比，VR环境可能会为HFA儿童提供多样化但更安全和更安全的社交环境，练习社交技能练习，同时最大程度地减少失败的风险和负面的强化学习风险（（McGeorge等，2001; Parsons etal。2006; 2006; STANDEN＆BROWN; STANDEN＆BROWN of SEMORIAT of SEMORIAT of ASSEM of ARTIOL of ARTIOL of ARMIS of ARMIS of IS r21 seprip of Is Iss of R21 sepers of r21 sepers of r21 sepers of r21 sepers of r21的阶段均已成为R21阶段。自闭症临床科学的专业知识，以开发VR社交技能实践任务，可用于增强HFA儿童的当前SST干预方法，这是R33阶段的目标。与行为激活相关的动机t可以预测HFA对治疗的反应性的个体差异（Mundy等。 2007）。可以预料，该研究计划的结果将支持对HFA儿童进行VR增强SST进行更大的随机对照疗效研究的发展。结果还将支持对影响自闭症干预反应性差异的因素进行更大的基于理论的检查。此外，尽管这项研究的最初治疗重点将放在HFA儿童的SST上，但在这项研究过程中开发的一般原则，程序和VR干预平台可以合理地预期，将有可能在各种神经性发展疾病（例如ADHD）（例如，范围内的范围）（例如，范围）（I。