The application of virtual reality technology in the training of peer interaction in children with high functioning autism: attentional bias modification

Abstract

Objective To explore the effect of virtual reality technology in the promotion of peer interaction ability in children with high functioning autism(HFA). Methods 15 children with HFA were recruited and divided into control group(n=5), experimental group 1(n=5)and experimental group 2(n=5)with IQ and gender matching. The experimental group 1 received the attentional bias modification task, the flash animation technology task using virtual reality technology and the task in the real environment. The experimental group 2 received the flash animation technology task using virtual reality technology and the task in the real environment. The control group received the task in the real environment only. Results (1)After the attentional bias modification, compared with the experimental group 2, the experimental group 1 was shorter on reaction time(T1=16.0, T2=39.0, U=1.0, P=0.016), and was higher on the accuracy(T1=40.0, T2=15.0, U=0.0, P=0.008). (2)The scores of the experimental group 1 in the other-regarding(T1=39.5, T2=15.5, U=0.5, P<0.01)and the using language(T1=38.0, T2=17.0, U=2.0, P<0.05) were higher than the experimental group 2.(3) The scores of the experimental group 1 in the other-regarding, using language and rule executor were higher than those of the control group(all P<0.01). (4) The score of the experimental group 2 in the other-regarding was higher than that of the control group(P<0.05). Conclusion The attention bias correction based virtual reality peer interaction technology can effectively improve the ability of other-regarding, language using and execution rules of children with HFA in the real environment. Key words: High functioning autism; Peer interaction; Attentional bias; Virtual reality technology; Real environment