Abstract
This review aims to evaluate the effectiveness of virtual reality-based interventions (VR-based interventions) on cognitive deficits in children with attention deficit hyperactivity disorder (ADHD). A systematic review and meta-analysis were performed according to the PRISMA statement and the Cochrane Handbook guidelines for conducting meta-analyses. The Grading of Recommendations, Assessment, Development and Evaluation (GRADE) was used to assess the quality of the evidence. Clinical trials published up to 29 October 2020, were included. The meta-analysis included four studies, with a population of 125 participants with ADHD. The magnitude of the effect was large for omissions (SMD = −1.38; p = 0.009), correct hits (SMD = −1.50; p = 0.004), and perceptual sensitivity (SMD = −1.07; p = 0.01); and moderate for commissions (SMD = −0.62; p = 0.002) and reaction time (SMD = −0.67; p = 0.03). The use of VR-based interventions for cognitive rehabilitation in children with ADHD is limited. The results showed that VR-based interventions are more effective in improving sustained attention. Improvements were observed in attentional vigilance measures, increasing the number of correct responses and decreasing the number of errors of omission. No improvements were observed in impulsivity responses.
Highlights
Among neurodevelopmental disorders, one of the most common is attention deficit hyperactivity disorder (ADHD) [1]
One of the most common is attention deficit hyperactivity disorder (ADHD) [1]. It is characterized by the presence of a persistent pattern of inattention and/or hyperactivity and impulsivity that interferes with cognitive functioning and participation in different activities, at least during the last six months
The systematic review was conducted according to the Cochrane Handbook for Systematic Reviews [8], and it was informed by the PRISMA Declaration guidelines [10]
Summary
One of the most common is attention deficit hyperactivity disorder (ADHD) [1]. For example, because the child frequently changes the focus of attention, in monotonous and repetitive activities They do not pay attention to details, causing them to make mistakes or omit relevant information in the performance of tasks. When impulsivity and hyperactivity appear, they can make decisions without reasoning, or not respect their turn in a conversation or play, generate difficulties in delaying gratification and inhibiting emotional reactions. This is mainly explained as a neurodevelopmental disorder of the prefrontal lobe, which concerns the development of executive functions in childhood. It includes inhibitory control, working memory, cognitive flexibility, planning, execution of goal-oriented behaviors, as well as self-behavior monitoring [3]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
