Asperger Research Articles

Dental Management of Pedatric Patient with Autism Spectrum Disorder under General Anesthesia: A Case Report

Autism spectrum disorder or autism, corresponds to "a pervasive developmental disorder (PDD), characterized by an abnormal or a deficient development. It is manifested before the age of three, with a characteristic disturbance in the functioning of each of the following three areas: social interaction, verbal and non-verbal communication, and restricted and repetitive behaviors. The combination of these three elements corresponds to the autistic triad. The latter appears in different forms, with varying degrees of severity, and can also vary with age. The oral care of this patient remains delicate, due to the difficulty of communication and the apprehension of his behavioral response. The young female, 13 years old and in good general health, presented to the dental center of Cheikh Khalifa Hospital with spontaneous pain in the right mandibular and left maxillary sectors. She was diagnosed with one of the autistic spectrum disorders: Asperger's syndrome. In our case, the patient was uncooperative and unable to attend the dental treatment in a vigorous state or under conscious sedation. General anaesthesia was the choice option. This last resort allows the patient to lose consciousness, eliminates pain and relaxes the muscles, making dental treatment a pleasant experience. The aim of this poster is to illustrate, through a case study, the protocol for managing a patient with autism spectrum disorder, and to demonstrate the indication for general anesthesia in the treatment of this patient.

Autistic Sensory Traits and Psychological Distress: Mediating Role of Worry and Intolerance of Uncertainty

Background/Objectives: Autistic adults exhibit core and comorbid features that can have an impact on their daily functioning and lead to considerable psychological distress. Significant and consistent associations have been identified between autism characteristics—restricted repetitive behaviors and sensory features—and high levels of stress and anxiety. For a better understanding of the issue, it is necessary to consider the cognitive aspects that can help explain variations in stress and anxiety levels among adults with autism. We therefore aimed to model the contributions of worry and intolerance of uncertainty on the relationship between autism characteristics (sensory sensitivities and repetitive behaviors) and psychological distress (stress and anxiety). Methods: The sample comprised 144 autistic individuals with a mean age of 35.15 (SD = 11.44). They participated in the study by completing an online questionnaire to assess the study variables. Most of the participants reported being diagnosed with Asperger syndrome (63.6%) or Level 1 autism spectrum disorder (27.1%). Results: The model fit index values tested through path analysis indicated a good fit (χ2 = 5.65; p = 0.13 ns; CFI = 0.993; NFI = 0.985; RMSEA = 0.079; SRMR = 0.025) and identified worry and intolerance of uncertainty as significant mediating variables within a comprehensive explanatory model. Conclusions: These findings highlight the importance of worry and intolerance of uncertainty as specific targets in interventions aimed at improving stress and anxiety problems in autistic adults.

Impact of LEGO® Based Therapy on Skills Development and Quality of Life in People with Neurodevelopmental Disorders.

This research sets out to evaluate the impact of LEGO® Based Therapy on the development of skills and quality of life for people with neurodevelopmental disorders, as well as for those close to them. Widely used in the United States and the United Kingdom for almost 20 years, LEGO® Based Therapy was developed by Daniel Le Goff, psychologist licensed in Florida and New Jersey who has practiced for over 20 years with children, adolescents and adults with developmental disabilities, including autism, Asperger's syndrome and congenital disabilities, as well as acquired and traumatic brain injuries. Daniel Le Goff has extensive experience as a consultant and expert witness, as well as in direct clinical services, including applied behaviour analysis, cognitive behaviour therapy and cognitive rehabilitation. In 2008, Gina Gómez de la Cuesta completed her PhD at the Centre for Autism Research at the University of Cambridge, where she led and evaluated LEGO®® Based Therapy under the supervision of Daniel LEGO®ff, Simon Baron-Cohen and Ayla Humphrey. She is a teacher and psychologist by training and has worked at the National Autistic Society as Head of Action Research. She founded Play Included in 2018, with support from the Cambridge Social Ventures incubator programme, University of Cambridge to support children's development through play and promote LEGO®Therapy. Initially designed to improve the social skills of people with autism spectrum disorders but no intellectual disabilities, its effectiveness has been demonstrated by studies targeting this specific population. However, no research has yet been carried out in France on its application to a wider population, including various forms of neurodevelopmental disorder. Furthermore, existing studies have not considered the impact on the quality of life of beneficiaries and their families, which this thesis sets out to examine.

“You don’t need to be fixed”: Working with a neurodiverse family

This article describes the author’s experience of working with a couple, where one partner had diagnoses of attention deficit disorder (ADD) and Asperger’s syndrome (AS), and whose only child had diagnoses of syndrome without a name (SWAN) and autism spectrum disorder (ASD). It explores how neurodiversity impacted their relationship, and charts the couple’s progress from viewing neurodiversity, and the neurodivergent partner, as a problem to be fixed, to recognising the differences each half of the couple brought to their relationship and to viewing those differences as something about which they could be curious, and even embracing. Reference is made to the impact of neurodiversity, present in both families of origin, on the partners’ initial unconscious attraction, projective system, and couple fit. The author explores her own transference and countertransference as the mother of an autistic child, from whose father she was separated. Finally, the issue of therapist self‐disclosure (of lived experience of neurodiversity) is considered.

The Elusiveness of Hermeneutic Injustice in Psychiatric Categorizations

ABSTRACT Miranda Fricker developed the concept of hermeneutic injustice as a subtype of epistemic injustice focusing on socially discriminatory obstacles to self-understanding. So, for example, before the consciousness- raising movement, women did not have the conceptual framework to understand their individual experiences as systematic sexual harassment. Fricker makes much of the ‘ah-ha’ moment (‘hermeneutical enlightenment’) that characterizes the experience of reaching greater self-understanding; feminist social epistemologists have described this in terms of achieving ‘standpoint’. While this is a fruitful and insightful example, it has been carefully critiqued by Ishani Maitra. This paper considers other examples from Fricker’s work and from the literature in philosophy of psychiatry to make a fuller assessment of Fricker’s ideas: Asperger Disorder (which was short-lived, in DSM-IV only), postpartum depression, schizophrenia, and the general concept of a psychiatric disorder. In each of these cases, the newly proposed concept has mixed (positive and negative) consequences for self-understanding. ‘Hostage taking’ – an ethically problematic strategy described by Hilde Lindemann Nelson – is common. In all cases, moments of ‘hermeneutical enlightenment’ may pass after reflection on such mixed consequences and after further research on the social categories in question.

Genetic networks suggest Asperger’s syndrome as a distinct subtype of autism spectrum disorders

BackgroundThe Diagnostic and Statistical Manual of Mental Disorders (DSM-V) issued new diagnostic criteria for autism spectrum disorders (ASD) which resulted in missing the diagnosis of some cases of Asperger’s syndrome (AS). This negatively affected the support received by those affected. In this study, we explored if AS could be biologically stratified from the broader spectrum through a gene co-expression network preservation analysis. MethodsWe analysed the GEO microarray data of 24 individuals with Asperger’s syndrome and 72 individuals with autism. Then, we used a weighted gene co-expression network (WGCNA) pipeline to construct gene co-expression networks. We explored whether these modules share the same co-expression patterns between autism and Asperger’s syndrome using network preservation analysis. ResultsOur results showed that all co-expression modules of autism are preserved into the Asperger’s syndrome. However, three modules of Asperger’s syndrome out of 30 modules were not preserved in autism.Gene enrichment analysis revealed that these modules were involved in chromatin remodelling, immune and neuroinflammatory response, synaptic and neuronal development. Brain enrichment analysis showed significant downregulation of neurodevelopment genes in different brain regions associated with impaired social recognition in Asperger’s syndrome. ConclusionsThe identified genetic and molecular profiles suggest that Asperger’s syndrome, despite sharing numerous similarities with autism, possesses a distinct genetic profile that makes it a distinct subtype of autism. This distinction could have significant implications for the management and treatment strategies tailored to individuals with Asperger’s syndrome.

Camouflage in autism: a bibliometric perspective

Purpose In response to the challenges posed by the social environment, numerous individuals with autism use coping strategies, engaging in a phenomenon known as “camouflaging” to mask their distinctive traits. Despite the growing attention directed toward this area of study, to date, there are no bibliometric studies delineating the evolution of this research theme. This study aims to analyze scientific research on camouflage and the autistic spectrum published in Web of Science (WoS). Design/methodology/approach Articles on camouflage and autism were retrieved from the WoS. The advanced search interface used was “Title, Abstract, Keywords (autistic OR asperger syndrome OR Autism OR ASD AND camouflage OR camouflaging AND Masking).” The analysis and visualization of the selected records and their data were carried out using MS Excel (v16.0) and Biblioshiny (v2.0, R package). Findings Following the selection process, a total of 70 articles were included. Notably, the UK emerged as the leading contributor in terms of the number of published articles. Prominent authors in this domain included William Mandy, Laura Hull and Meng-Chuan Lai, who exhibited the highest number of published articles and citations. The Journal of Autism and Developmental Disorders stood out as the most prolific journal. Predominant research themes encompassed camouflage (and its synonyms, masking or compensation), gender differences and mental health. Originality/value This study contributes to existing knowledge on this topic, as well as identifying new areas of research related to autism and camouflage. Moreover, it serves as a valuable resource for health-care professionals, including physicians and clinical psychologists, who may seek to augment their understanding and proficiency in the field.

Clinical Profile of Neurodevelopmental Disorders in Children at a Tertiary Care Center.

Background Neurodevelopmental disorders (NDDs) encompass intricate interactions among genetic, brain, cognitive, emotional, and behavioral processes. These disorders, which are influenced by hereditary and environmental factors, impair personal, social, intellectual, or occupational functioning. Typically emerging early in life, NDDs include conditions such as attention deficit hyperactivity disorder (ADHD), intellectual disability, autism spectrum disorders (ASDs), vision and hearing impairments, motor disorders, and specific learning disabilities. Children from impoverished and low-income neighborhoods are particularly vulnerable. The lack of comprehensive health data and public awareness about these conditions results in limited information regarding the prevalence of neurological illnesses in developing countries. India, with its large and ethnically diverse population, exemplifies this gap. Methods It is a prospective study to detect the prevalence and risk factors of neurodevelopmental disorders in children aged six months to nine years at a tertiary care center. Patient details, clinical findings, and relevant history were recorded on a pre-designed pro forma and analyzed statistically. Results Among the 1000 children in the study, 91 (9.1%) tested positive for NDDs. Among the 91 children who tested positive for NDD, the highest frequency is in the three to four years age group (17.6%), males were found to be in a higher ratio with 75.82%, with the male: female ratio being 3:1. Among the 91 children with NDD, intellectual disability was the most common disorder (20.9%), followed by ADHD (17.6%) and vision impairment (14.3%). Autism spectrum disorders, including autism and Asperger syndrome, and communication disorders, including stuttering and speech disorders, accounted for 13.2% each. Hearing loss was seen in 9.9% of children and multiple disorders were seen in 8.8% of the children from among 91 children. Conclusion Neurodevelopmental disorders are common and often coexist with other conditions. Children from low-income backgrounds are more affected. This study provides valuable insights into the prevalence and characteristics of NDDs in a specific population.

Clinical and Psychological Aspects of Self-Diagnosed Asperger Syndrome in Adult Patients

Clinical and Psychological Aspects of Self-Diagnosed Asperger Syndrome in Adult Patients

Lived Experiences of Neurodiverse Students: A Review

This study aims to examine available literature on neurodiversity, particularly as it relates to neurodiverse students’ lived experiences. This study utilized the scoping review method to effectively map how research about neurodiverse students has been designed and conducted. Through a thorough search of four databases, articles were selected for data extraction and review based on the named criteria. Among all the studies reviewed, one of the themes that stood out was the view that only a few research directly assessed the needs of students with neurodiversity. It is also worth noting that of all kinds of neurological conditions, Autism Spectrum Disorder and Asperger Syndrome received due attention among all the papers about neurodiversity. Autism Spectrum Disorder (ASD) and high-functioning autism received greater attention, followed by Asperger syndrome. Research efforts concerning the lived experiences of neurodiverse students are limited, particularly in Africa, where this research found no article that captured the lived experiences of neurodiverse students from their perspectives. These findings build on existing research by ascertaining whether neurodiverse students’ voices are acknowledged enough by researchers who could influence inclusion in academic planning, curriculum design, social activities and general academic life. Findings from this research imply that it would be of utmost assistance to researchers if gaps in neurodiversity research are identified to inform ideas for future research. Future studies ought to focus on African countries to explore the situation and academic life of neurodiverse students and not merely depend on the input of teachers, parents and neurodiversity professionals.

Evaluating Large Language Models' Ability Using a Psychiatric Screening Tool Based on Metaphor and Sarcasm Scenarios.

Metaphors and sarcasm are precious fruits of our highly evolved social communication skills. However, children with the condition then known as Asperger syndrome are known to have difficulties in comprehending sarcasm, even if they possess adequate verbal IQs for understanding metaphors. Accordingly, researchers had employed a screening test that assesses metaphor and sarcasm comprehension to distinguish Asperger syndrome from other conditions with similar external behaviors (e.g., attention-deficit/hyperactivity disorder). This study employs a standardized test to evaluate recent large language models' (LLMs) understanding of nuanced human communication. The results indicate improved metaphor comprehension with increased model parameters; however, no similar improvement was observed for sarcasm comprehension. Considering that a human's ability to grasp sarcasm has been associated with the amygdala, a pivotal cerebral region for emotional learning, a distinctive strategy for training LLMs would be imperative to imbue them with the ability in a cognitively grounded manner.

ASPERGER'S SYNDROME – SOCIO-HISTORICAL BACKGROUND OF AUTISM AND ITS PEDAGOGICAL CONSEQUENCES. RESEARCH AND SOCIAL PRACTICE AND THE RIGHT TO LIFE

ABSTRACT: Aim: The aim of the publication is to attempt to transpose the medical dimensions of the problem into pedagogy, with the contemporary idea of social and educational inclusion. It is an attempt to point out the consequences of scientific research, which is often in conflict with fundamental moral rights, including the right to life. Methods: The article uses an extensive literature query and an analytical-synthetic method. It leads to an interdisciplinary exploration of the topic, taking into account its pedagogical character. Results: The theoretical analysis of the topic, socio-historical, medical and pedagogical threads show the multidimensionality of autism and disability - in the broad sense of the word - as a significant problem in contemporary education. Conclusion: The intention of the undertaken analyses is to indicate the significance of ethics and moral laws in education and social practice - in its various dimensions. Civilization must move toward the defense of life, not death, for the sake of human perfection. Originality: The article presents the socio-historical background of autism and Hans Asperger's research. It indicates the contemporary implications of medical and ideological assumptions in pedagogy and work with people with disabilities in the context of the value of life and the need to defend it. Keywords: Asperger, Asperger's syndrome, autism, therapeutic pedagogy, education, moral law, ideology, sociocultural context, ethics in education, eugenics

Affective Contact in Autism: A Phenomenological Study of the Emotional Experiences of Autistic Adults.

Since the first descriptions of autism, difficulties with affective contact (e.g., interpersonal exchanges of feelings between individuals) have been considered a common feature of autism spectrum disorder, and these difficulties frequently manifest in occupational therapy interventions. To (1) explore how autistic young adults describe their emotions and (2) suggest ways to improve the affective contact between autistic clients and their therapists. Virtual focus group interviews. Online (Qualtrics) survey and Zoom focus groups. Autistic adults (N = 24) who met the following inclusion criteria: self-reported diagnosis of autism spectrum disorder or Asperger syndrome, age 18-35 yr, able to understand English, and able to participate in a focus group or individual interview using verbal or written communication. Two themes were noted and are presented in this article: (1) Autistic people experience complex emotions and (2) autistic people's emotions are often (mis)measured and (mis)understood. The findings indicate that autistic people experience diverse, complex, and intense emotions and that these are connected to occupation. This suggests that occupational therapists must be attuned to the emotional dimension of occupation when working with autistic clients and that autistic clients may benefit from the use of embodied language to reference their emotions. Occupational therapists can help autistic clients recognize their bodily changes when experiencing emotions and to better identify and regulate their emotions. The results also show that there were many cases nonautistic people misinterpreted the emotions of autistic people on the basis of their facial expressions or words. Plain-Language Summary: This article provides information about the emotional experiences of autistic people. The study found that autistic people experience complex emotions and that those emotions are often misinterpreted or misunderstood. The author provides information on how occupational therapists can use a neurodiversity-affirming and person-centered approach to support the emotional experiences of people in the autism community. Positionality Statement: In this article, identity-first language is used when referring to autistic adults. This deliberate choice aligns with the principles of the neurodiversity-affirming movement. Autistic self-advocates have indicated a preference for this style of language over person-first language. The author would also like to acknowledge their positionality. As both a neurodivergent researcher and a self-advocate for the disabled community, this style of language aligns with their own experiences of and beliefs about their disability.

Validity, Reliability, Accessibility, and Applicability of Young Children's Developmental Screening and Assessment Tools across Different Demographics: A Realist Review.

Valid and reliable developmental screening and assessment tools allow professionals to identify disabilities/delays in children, enabling timely intervention to limit adverse lifelong impacts on health. However, differences in child development related to culture, genetics, and perinatal outcomes may impact tool applicability. This study evaluated the validity, reliability, and accessibility of multidomain developmental screening tools for young children, analyzed the applicability of tools across different contexts, and created a compendium of tools. Employing adapted realist review methods, we searched APA PsycInfo, MEDLINE, CINAHL, ERIC, and Google to identify relevant articles and information. We assessed accessibility, validity, reliability, and contextual applicability (N = 4110 evidence sources) to create tool ratings and make recommendations. Of 33 identified tools, 22 were screening and 11 were assessment tools. Fewer screening tools than assessment tools were rated highly overall. Evidence for use in different cultures was often lacking for both types of tools. The ASQ (screening) and BDI (assessment) tools were rated most favorably and are recommended for use, though other tools may be more applicable in different contexts (e.g., NEPSY among children with Asperger's Syndrome). Future research should focus on assessing the validity and reliability of tools across different demographics to increase accessibility and ensure all children are properly supported.

Случай девушки по имени Миша: эпатаж, маскинг и нейродивергентность

The article presents the case of a girl, Arina, who, based on psychological self-examination, discovered that she had autism spectrum disorder and insisted on receiving an official psychiatric diagnosis. She reported that for many years she had been engaged in masking – hiding existing communication disorders, as a result of which she developed emotional dysregulation and “autistic burnout.” In addition, she was dissatisfied with her name and asked those around her to call her Misha, but in the feminine gender. Misha's behavior was disharmonious; she was prone to conflict due to a misunderstanding of the non-verbal reactions of her interlocutors. An analysis of the literature on the issue of comorbidity of autism spectrum disorders was carried out. It was concluded that the Asperger syndrome identified in the patient was not combined with clearly defined comorbid mental and behavioral disorders, but with abortifacient elements of certain psychopathological symptoms. It is assumed that comorbid disorders did not develop in Misha in an expanded form precisely because of the presence of specific autistic traits that made it difficult to develop a full picture of any other disorders.

'Early childhood autism, Asperger type', by H. Asperger (1982).

After his 1944 thesis, Asperger continued to write about autism, but none of these texts have been translated. At a time when autism spectrum disorder faces many challenges (e.g. the nature and measurement of autism), this text tells us more about the particular population that Asperger worked with. He describes sensitive, intelligent, creative and rational children, a far cry from the Wing triad. Moreover, 'Asperger's Syndrome' was introduced after he had died, was included in the DSM-IV in 1994 and was omitted from the DSM-5 in 2013. The question posed by this last text, written before his death, is whether Asperger's descriptions of autistic children are really part of the autism spectrum disorder or whether they are outside the pathological field.

Use of an adaptive sensory environment in patients with autism spectrum disorder (ASD) in the perioperative environment: a parallel, randomized controlled trial

Patients with autism spectrum disorders (ASD) experience higher rates of perioperative anxiety and are likely to receive premedication. Little is known about nonpharmaceutical interventions which may decrease anxiety. This study aims to evaluate the use of an adaptive sensory environment (ASE) to reduce ASD patient anxiety during the perioperative process. Our feasibility study (ClinicalTrials.govNCT04994613) enrolled 60 patients in two parallel groups randomized to a control (no ASE) or intervention group (ASE). We included all surgical patients aged three to twelve years, with a formal diagnosis of ASD, Asperger's Syndrome, or pervasive developmental disorder not otherwise specified. Preoperative behaviors were recorded by an unblinded nurse utilizing the validated Modified Yale Preoperative Anxiety Scale (mYPAS). The difference in score on the mYPAS was the primary outcome, and an intention-to-treat analysis was employed. A generalized estimating equations model was used to compare mYPAS scores controlling for significant independent variables. 58 patients were analyzed after 1:1 randomization of 30 patients to each group. Groups were balanced except the median number of intraoperative pain medications was significantly lower in the ASE group (1 vs. 3, p=0.012). Mean (SD) age for all patients was 7.2 (2.9) years, range 2.6-12.7. 72.4% (42/58) were White and all were Non-Hispanic or Latino. 74% were Male (21/30 ASE and 22/28 Control) and 26% were Female (9/30 ASE and 6/28 Control). No differences were found in mYPAS scores between groups at three time periods (43.5 vs. 42, p=0.88, 47.8 vs. 48.4, p=0.76, and 36.4 vs. 43.8, p=0.15, ASE vs. control group, respectively). The ASE group had a significant within-group decrease in mYPAS scores from nursing intake to transition (p=0.030). An ASE did not significantly reduce perioperative anxiety. However, the promising results deserve further investigation. Dayton Children's Hospital Foundation Robert C. Cohn Memorial Research Grant.

Hybrid model for speech emotion recognition of normal and autistic children (SERNAC)

Since the last decade, autism spectrum disorder (ASD) has been used as a general term to describe a wide range of conditions, including autistic syndrome, Asperger's disorder, and pervasive developmental disability. This problem emerges as a decreased ability to share emotions and a greater difficulty understanding others' feelings, leading to increased social communication difficulties. To assist patients with ASD, we proposed a concept that incorporates speech emotion detection technologies, which are widely used in the field of human-computer interaction (particularly youngsters). An algorithm based on a novel method for classifying normal and autistic children's speech emotions is implemented in this article. The training data set is treated to a new approach after all features have been extracted. The technique discussed in this study is the creation of a hybrid algorithm that serves as a classifier for normal and autistic children's speech emotions. Voice emotion recognition can be identified accurately and with a lower error rate. The data collection includes speech samples from 200 normal and 250 autistic groups in four moods (Angry, Happy, Neutral and Sad). As per research findings, the implemented hybrid algorithm for Normal and Autistic Children Speech Emotions (SERNAC) outperformed the existing classifiers by increasing accuracy.

Autism Spectrum Disorder- and/or Intellectual Disability-Associated Semaphorin-5A Exploits the Mechanism by Which Dock5 Signalosome Molecules Control Cell Shape.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that includes autism, Asperger's syndrome, and pervasive developmental disorder. Individuals with ASD may exhibit difficulties in social interactions, communication challenges, repetitive behaviors, and restricted interests. While genetic mutations in individuals with ASD can either activate or inactivate the activities of the gene product, impacting neuronal morphogenesis and causing symptoms, the underlying mechanism remains to be fully established. Herein, for the first time, we report that genetically conserved Rac1 guanine-nucleotide exchange factor (GEF) Dock5 signalosome molecules control process elongation in the N1E-115 cell line, a model line capable of achieving neuronal morphological changes. The increased elongation phenotypes observed in ASD and intellectual disability (ID)-associated Semaphorin-5A (Sema5A) Arg676-to-Cys [p.R676C] were also mediated by Dock5 signalosome molecules. Indeed, knockdown of Dock5 using clustered regularly interspaced short palindromic repeat (CRISPR)/CasRx-based guide(g)RNA specifically recovered the mutated Sema5A-induced increase in process elongation in cells. Knockdown of Elmo2, an adaptor molecule of Dock5, also exhibited similar recovery. Comparable results were obtained when transfecting the interaction region of Dock5 with Elmo2. The activation of c-Jun N-terminal kinase (JNK), one of the primary signal transduction molecules underlying process elongation, was ameliorated by either their knockdown or transfection. These results suggest that the Dock5 signalosome comprises abnormal signaling involved in the process elongation induced by ASD- and ID-associated Sema5A. These molecules could be added to the list of potential therapeutic target molecules for abnormal neuronal morphogenesis in ASD at the molecular and cellular levels.

발달장애인을 위한 가상현실 기반 사회성 중재 프로그램의 효과에 관한 체계적 고찰: Randomized Controlled Trials 연구 중심으로

Objective: We systematically reviewed the literature and compared the effects of virtual reality (VR)-based social interventions on people with developmental disabilities. Methods: Studies published between March 2012 and March 2022 were included. PubMed, CINAHL, SCIENCE ON, and ERIC were used as databases for the literature searches and included handsearched papers from Google Scholar. The main search terms were “Developmental disorder” OR “Autism spectrum disorder” OR “Intellectual disability” OR “Asperger's” AND “Virtual reality” OR “Augmented reality” AND “Social” both in Korean and English. The selected literature was systematically analyzed according to the PICO (Patients, Intervention, Control, Outcome). Results: The VR-based social program was mainly applied to the autism spectrum disorder and Asperger's disorder groups. The target ages ranged from childhood to adulthood. Peer relationships and adaptation to school life are the primary goals of training children and adolescents. Job interviews and work skills tests were conducted during adulthood. VR-based social programs are helpful in improving emotional recognition and communication and vocational skills in persons with developmental disabilities. Conclusion: VR-based social programs have clinical utility in various therapeutic contexts and conditions. In the future, VR-based social programs that reflect the characteristics of various diagnostic groups should be studied.