open access
메뉴
open access
메뉴
ISSN : 1229-0718
This meta-analysis aggregated and analyzed the research in studying the pretest-posttest outcomes of VR-based interventions for children and young adults with ASD. Seven studies published between 2009 and 2019 with a total of 150 participants were included. Outcome measures of social competences were classified into 5 categories. The random-effects model of the current meta-analysis showed that the average effect of VR-based intervention as follows: social skills(g = .59, SE = .12, 95% CI: .35–.82), emotion recognition(g =. 50, SE = .16, 95% CI: .19–.82), attention(g = .35, SE = .14, 95% CI: .07–.63), executive function(g = .52, SE = .12, 95% CI: .28–.77) and conversational skills(g = .46, SE = .21, 95% CI: .05–.88). The implication for VR-based intervention s for ASD was discussed with respect to environmental factor such as age, ASD functioning, number of sessions, country where the study conducted and additional treatment combined.
Amaral, C., Mouga, S., Simões, M., Pereira, H. C., Bernardino, I., Quental, H., ... & Castelo-Branco, M. (2018). A feasibility clinical trial to improve social attention in autistic spectrum disorder (ASD) using a brain computer interface. Frontiers in neuroscience, 12, 1-13.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596
Beach, J., & Wendt, J. (2015). Using virtual reality to help students with social interaction skills. Journal of the International Association of Special Education, 16 (1), 26-33.
Bystrova, Y., T., Tokarskaya, V., L., Vuković, B. D. (2019). Optimum virtual environment for solving cognitive tasks by individuals with autism spectrum disorders: the questions and methods of design. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 7(1), 63-72
Cai, Y., Chiew, R., Nay, Z. T., Indhumathi, C., Huang, L. (2017). Design and development of VR learning environments for children with ASD. Interactive Learning Environments, 25(8), 1098-1109.
Cheng, Y., Huang, C. L., & Yang, C. S. (2015). Using a 3D immersive virtual environment system to enhance social understanding and social skills for children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 30(4), 222-236.
Chia, N., Kee, N. (2014). Application of universal design for learning (Udl1) and living (Udl2) in virtual dolphin-assisted intervention (VR) for children with autism. The Journal of the International Association of Special Education, 15(1), 75-82.
Chin, Y. A. (2015). Stata를 이용한 메타분석. 서울: Korea University Press.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
De Luca, R., Leonardi, s., Portaro, S., Cause, M., Domenico, C., Colucci, P., ... & Calabrò, R., (2019). Innovative use of virtual reality in autism spectrum disorder: A case-study. Applied Neuropsychology: Child. DOI: 10.1080/21622965.2019.1610964.
Diamond A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168.
Didehbani, N., Allen, T., Kandalaft, M., Krawczyk, D., & Chapman, S. (2016). Virtual reality social cognition training for children with high functioning autism. Computers in Human Behavior, 62, 703-711.
Dixon, D. R., Tarbox, J., & Najdowski, A. (2009). Social skills in autism spectrum disorders. In J. L. Matson (Ed.), Social behavior and skills in children (pp. 117-140). New York: Springer Science + Business Media.
Freeman, D., Pugh, K., Vorontsova, N., Antley, A., & Slater, M. (2010). Testing the continuum of delusional beliefs: An experimental study using virtual reality. Journal of Abnormal Psychology, 119(1), 83-92.
Hwang, S. D. (2016). Meta-Analysis using OpenMeta, R, or RevMan. Kyungpook National University Press.
Ip, H. H., Wong, S. W., Chan, D. F., Byrne, J., Li, C., Yuan, V. S., ... & Wong, J. Y. (2018). Enhance emotional and social adaptation skills for children with autism spectrum disorder: A virtual reality enabled approach. Computers & Education, 117, 1-15.
Jarrold, W., Mundy, P., Gwaltney, M., Bailenson, J., Hatt, N., McIntyre, N., ... & Swain, L. (2013). Social attention in a virtual public speaking task in higher functioning children with autism. Autism Research, 6(5), 393-410.
Kandalaft, M. R., Didehbani, N., Krawczyk, D. C., Allen, T. T., & Chapman, S. B. (2013). Virtual reality social cognition training for young adults with high-functioning autism. Journal of Autism and Developmental Disorders, 43 (1), 34-44.
Ke, F., Moon, J. (2018). Virtual collaborative gaming as social skills training for high-functioning autistic children. British Journal of Educational Technology, 29(4), 728-741.
Korean Ministry of Health and Welfare (2017). National survey on persons with disabilities.
Korean Ministry of Health and Welfare (2018). Status of Registration as Persons with Disabilities.
Kuriakose, S., Lahari U. (2015). Understanding the psycho-physiological implications of interaction with a virtual reality-based system in adolescents with autism: A feasibility study. IEEE Transactions on Neural Systems and Rehabilitation Engineering, 23(4), 665-675.
Lahiri, U., Bekele, E., Dohrmann, E., Warren, Z., & Sarkar, N. (2012). Design of a virtual reality based adaptive response technology for children with autism. IEEE Transactions on Neural Systems and Rehabilitation Engineering, 21(1), 55-64.
Lahiri, U., Trewyn, A., Warren, Z., & Sarkar, N. (2011). Dynamic eye gaze and its potential in virtual reality based applications for children with autism spectrum disorders. Autism-Open Access, 1(1). DOI: 10.4172/2165-7890.1000101.
Lamash, L., Klinger, E., & Josman, N. (2017). Using a virtual supermarket to promote independent functioning among adolescents with Autism Spectrum Disorder. International Conference on Virtual Rehabilitation (ICVR) (pp. 1-7). IEEE.
Lee, S. (2018). A review on focused intervention practices and comprehensive treatment models in autism spectrum disorder. Learning Disability, 15(3), 275-313.
Lorenzo, G., Lledó, A., Pomares, J., & Roig, R. (2016). Design and application of an immersive virtual reality system to enhance emotional skills for children with autism spectrum disorders. Computers & Education, 98, 192-205.
Makris, N., Biederman, J.,Valera, E. M., Bush, G., Kaiser, J., Kennedy, D. N., ... Seidman, L. J. (2007). Cortical thinning of the attention and executive function networks in adults with attentiondeficit/hyperactivity disorder. Cerebral Cortex, 17(6), 1364- 1375.
McNamara, P., Moore, K. H., Papelis, Y., Diallo, S., & Wildman, W. J. (2018). Virtual reality-enabled treatment of nightmares. Dreaming, 28(3), 205-224.
Mesa-Gresa, P., Gil-Gómez, H., Lozano-Quilis, J. A., & Gil-Gómez, J. A. (2018). Effectiveness of virtual reality for children and adolescents with autism spectrum disorder: An evidence-based systematic review. Sensors, 18(8), 2486.
Millen, L., Cobb, S., Patel, H., & Glover, T. (2014). A collaborative virtual environment for conducting design sessions with students with autism spectrum disorder. International Journal of Child Health and Human Development, 7(4), 367.
Miller, H. L., & Bugnariu, N. L. (2016). Level of immersion in virtual environments impacts the ability to assess and teach social skills in autism spectrum disorder. Cyberpsychology, Behavior, and Social Networking, 19(4), 246-256.
Moon, J., & Ke, F. (2019). Exploring the treatment integrity of virtual realitybased social skills training for children with high-functioning autism. Interactive Learning Environments, 1-15.
Politis, Y. (2017). Involving people with autism in development of virtual world for provision of skills training. International Journal of E-Learning & Distance Education 32(2), Retrieved February 29, 2020, from http://www.ijede.ca/index.php/jde/article/view/1032
Stendal, K., & Balandin, S. (2015). Virtual worlds for people with autism spectrum disorder: A case study in second life. Disability and rehabilitation, 37(17), 1591-1598.
Stichter, J. P., Laffey, J., Galyen, K., & Herzog, M. (2014). iSocial: Delivering the social competence intervention for adolescents (SCI-A) in a 3D virtual learning environment for youth with high functioning autism. Journal of Autism and Developmental Disorders, 44(2), 417-430.
Tanaka, J. W. & Sung, A. (2016). The “eye avoidance” hypothesis of autism face processing. Journal of Autism and Developmental Disorder. 46(5), 1538-1552.
Wallace, S., Parsons, S., & Bailey, A. (2017). Self-reported sense of presence and responses to social stimuli by adolescents with ASD in a collaborative virtual reality environment. Journal of Intellectual & Developmental Disability, 42(2), 131-141.
Wallace, S., Parsons, S., Westbury, A., White, K., White, K., & Bailey, A. (2010). Sense of presence and atypical social judgments in immersive virtual environments: Responses of adolescents with Autism Spectrum Disorders. Autism, 14(3), 199-213.
Wang, M., & Reid, D. (2013). Using the virtual reality-cognitive rehabilitation approach to improve contextual processing in children with autism. The Scientific World Journal. https://doi.org/10.1155/2013/716890.
Wang, X., Laffey, J., Xing, W., Ma, Y., & Stichter, J. (2016). Exploring embodied social presence of youth with Autism in 3D collaborative virtual learning environment: A case study. Computers in Human Behavior, 55, 310-321.
Wass, S. V., & Porayska-Pomsta, K. (2014). The uses of cognitive training technologies in the treatment of autism spectrum disorders. Autism, 18(8), 851-871.
Wenar, C., & Kerig, P. (2000). Developmental psychopathology: From infancy through adolescence. McGraw-Hill.
Wicks-Nelson, R., Israel, A. (2013). Abnormal child and adolescent psychology. New York: Routledge
Yang, Y. D., Allen, T., Abdullahi, S. M., Pelphrey, K. A., Volkmar, F. R., & Chapman, S. B. (2018). Neural mechanisms of behavioral change in young adults with high‐functioning autism receiving virtual reality social cognition training: A pilot study. Autism Research, 11(5), 713-725.
Zhao, H., Swanson, A. R., Weitlauf, A. S., Warren, Z. E., & Sarkar, N. (2018). Hand - in - hand: A communication - enhancement collaborative virtual reality system for promoting social interaction in children with autism spectrum disorders. IEEE Transactions on Human-Machine Systems, 48(2), 136-148.