Virtual reality technology enhances the cognitive and social communication of children with autism spectrum disorder

ObjectiveWe aimed to explore the impact of using virtual reality technology to intervene in and encourage the developmental behavior areas of cognition, imitation, and social interaction in children with autism spectrum disorder.MethodsForty-four children with autism spectrum disorder were divided r...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Junqiang Zhao [verfasserIn] Xinxin Zhang [verfasserIn] Yi Lu [verfasserIn] Xingyang Wu [verfasserIn] Fujun Zhou [verfasserIn] Shichang Yang [verfasserIn] Luping Wang [verfasserIn] Xiaoyan Wu [verfasserIn] Fangrong Fei [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2022

Schlagwörter:	autism spectrum disorder virtual reality cognition social communication developmental ability nursing information

Übergeordnetes Werk:	In: Frontiers in Public Health - Frontiers Media S.A., 2013, 10(2022)
Übergeordnetes Werk:	volume:10 ; year:2022

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3389/fpubh.2022.1029392

Katalog-ID:	DOAJ084510099

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520			\|a ObjectiveWe aimed to explore the impact of using virtual reality technology to intervene in and encourage the developmental behavior areas of cognition, imitation, and social interaction in children with autism spectrum disorder.MethodsForty-four children with autism spectrum disorder were divided randomly into an intervention group and a control group, with each group consisting of 22 participants. Incorporating conventional rehabilitation strategies, virtual reality technology was used with the intervention group to conduct rehabilitation training in areas including cognition, imitation, and social interaction. The control group was provided conventional/routine clinical rehabilitation training. The children's cognitive development was evaluated before and 3 months after intervention.ResultsAfter intervention, the developmental abilities of both groups of children in the areas of cognition, imitation, and social interaction were improved over their abilities measured before the intervention (P < 0.05). However, post-intervention score differences between the two groups demonstrated that the intervention group levels were better than the control group levels only in the areas of cognition and social interaction (P < 0.05).ConclusionCombining virtual reality with conventional rehabilitation training improved the cognitive and social development of children with autism spectrum disorder and supported the goal of improving the rehabilitation effect.
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allfields	10.3389/fpubh.2022.1029392 doi (DE-627)DOAJ084510099 (DE-599)DOAJ2f8f1147b6f0495b9e0d596530d2d89b DE-627 ger DE-627 rakwb eng RA1-1270 Junqiang Zhao verfasserin aut Virtual reality technology enhances the cognitive and social communication of children with autism spectrum disorder 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier ObjectiveWe aimed to explore the impact of using virtual reality technology to intervene in and encourage the developmental behavior areas of cognition, imitation, and social interaction in children with autism spectrum disorder.MethodsForty-four children with autism spectrum disorder were divided randomly into an intervention group and a control group, with each group consisting of 22 participants. Incorporating conventional rehabilitation strategies, virtual reality technology was used with the intervention group to conduct rehabilitation training in areas including cognition, imitation, and social interaction. The control group was provided conventional/routine clinical rehabilitation training. The children's cognitive development was evaluated before and 3 months after intervention.ResultsAfter intervention, the developmental abilities of both groups of children in the areas of cognition, imitation, and social interaction were improved over their abilities measured before the intervention (P < 0.05). However, post-intervention score differences between the two groups demonstrated that the intervention group levels were better than the control group levels only in the areas of cognition and social interaction (P < 0.05).ConclusionCombining virtual reality with conventional rehabilitation training improved the cognitive and social development of children with autism spectrum disorder and supported the goal of improving the rehabilitation effect. autism spectrum disorder virtual reality cognition social communication developmental ability nursing information Public aspects of medicine Junqiang Zhao verfasserin aut Junqiang Zhao verfasserin aut Xinxin Zhang verfasserin aut Xinxin Zhang verfasserin aut Xinxin Zhang verfasserin aut Yi Lu verfasserin aut Yi Lu verfasserin aut Yi Lu verfasserin aut Xingyang Wu verfasserin aut Xingyang Wu verfasserin aut Xingyang Wu verfasserin aut Fujun Zhou verfasserin aut Shichang Yang verfasserin aut Luping Wang verfasserin aut Xiaoyan Wu verfasserin aut Fangrong Fei verfasserin aut In Frontiers in Public Health Frontiers Media S.A., 2013 10(2022) (DE-627)742224589 (DE-600)2711781-9 22962565 nnns volume:10 year:2022 https://doi.org/10.3389/fpubh.2022.1029392 kostenfrei https://doaj.org/article/2f8f1147b6f0495b9e0d596530d2d89b kostenfrei https://www.frontiersin.org/articles/10.3389/fpubh.2022.1029392/full kostenfrei https://doaj.org/toc/2296-2565 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2022
spelling	10.3389/fpubh.2022.1029392 doi (DE-627)DOAJ084510099 (DE-599)DOAJ2f8f1147b6f0495b9e0d596530d2d89b DE-627 ger DE-627 rakwb eng RA1-1270 Junqiang Zhao verfasserin aut Virtual reality technology enhances the cognitive and social communication of children with autism spectrum disorder 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier ObjectiveWe aimed to explore the impact of using virtual reality technology to intervene in and encourage the developmental behavior areas of cognition, imitation, and social interaction in children with autism spectrum disorder.MethodsForty-four children with autism spectrum disorder were divided randomly into an intervention group and a control group, with each group consisting of 22 participants. Incorporating conventional rehabilitation strategies, virtual reality technology was used with the intervention group to conduct rehabilitation training in areas including cognition, imitation, and social interaction. The control group was provided conventional/routine clinical rehabilitation training. The children's cognitive development was evaluated before and 3 months after intervention.ResultsAfter intervention, the developmental abilities of both groups of children in the areas of cognition, imitation, and social interaction were improved over their abilities measured before the intervention (P < 0.05). However, post-intervention score differences between the two groups demonstrated that the intervention group levels were better than the control group levels only in the areas of cognition and social interaction (P < 0.05).ConclusionCombining virtual reality with conventional rehabilitation training improved the cognitive and social development of children with autism spectrum disorder and supported the goal of improving the rehabilitation effect. autism spectrum disorder virtual reality cognition social communication developmental ability nursing information Public aspects of medicine Junqiang Zhao verfasserin aut Junqiang Zhao verfasserin aut Xinxin Zhang verfasserin aut Xinxin Zhang verfasserin aut Xinxin Zhang verfasserin aut Yi Lu verfasserin aut Yi Lu verfasserin aut Yi Lu verfasserin aut Xingyang Wu verfasserin aut Xingyang Wu verfasserin aut Xingyang Wu verfasserin aut Fujun Zhou verfasserin aut Shichang Yang verfasserin aut Luping Wang verfasserin aut Xiaoyan Wu verfasserin aut Fangrong Fei verfasserin aut In Frontiers in Public Health Frontiers Media S.A., 2013 10(2022) (DE-627)742224589 (DE-600)2711781-9 22962565 nnns volume:10 year:2022 https://doi.org/10.3389/fpubh.2022.1029392 kostenfrei https://doaj.org/article/2f8f1147b6f0495b9e0d596530d2d89b kostenfrei https://www.frontiersin.org/articles/10.3389/fpubh.2022.1029392/full kostenfrei https://doaj.org/toc/2296-2565 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2022
allfields_unstemmed	10.3389/fpubh.2022.1029392 doi (DE-627)DOAJ084510099 (DE-599)DOAJ2f8f1147b6f0495b9e0d596530d2d89b DE-627 ger DE-627 rakwb eng RA1-1270 Junqiang Zhao verfasserin aut Virtual reality technology enhances the cognitive and social communication of children with autism spectrum disorder 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier ObjectiveWe aimed to explore the impact of using virtual reality technology to intervene in and encourage the developmental behavior areas of cognition, imitation, and social interaction in children with autism spectrum disorder.MethodsForty-four children with autism spectrum disorder were divided randomly into an intervention group and a control group, with each group consisting of 22 participants. Incorporating conventional rehabilitation strategies, virtual reality technology was used with the intervention group to conduct rehabilitation training in areas including cognition, imitation, and social interaction. The control group was provided conventional/routine clinical rehabilitation training. The children's cognitive development was evaluated before and 3 months after intervention.ResultsAfter intervention, the developmental abilities of both groups of children in the areas of cognition, imitation, and social interaction were improved over their abilities measured before the intervention (P < 0.05). However, post-intervention score differences between the two groups demonstrated that the intervention group levels were better than the control group levels only in the areas of cognition and social interaction (P < 0.05).ConclusionCombining virtual reality with conventional rehabilitation training improved the cognitive and social development of children with autism spectrum disorder and supported the goal of improving the rehabilitation effect. autism spectrum disorder virtual reality cognition social communication developmental ability nursing information Public aspects of medicine Junqiang Zhao verfasserin aut Junqiang Zhao verfasserin aut Xinxin Zhang verfasserin aut Xinxin Zhang verfasserin aut Xinxin Zhang verfasserin aut Yi Lu verfasserin aut Yi Lu verfasserin aut Yi Lu verfasserin aut Xingyang Wu verfasserin aut Xingyang Wu verfasserin aut Xingyang Wu verfasserin aut Fujun Zhou verfasserin aut Shichang Yang verfasserin aut Luping Wang verfasserin aut Xiaoyan Wu verfasserin aut Fangrong Fei verfasserin aut In Frontiers in Public Health Frontiers Media S.A., 2013 10(2022) (DE-627)742224589 (DE-600)2711781-9 22962565 nnns volume:10 year:2022 https://doi.org/10.3389/fpubh.2022.1029392 kostenfrei https://doaj.org/article/2f8f1147b6f0495b9e0d596530d2d89b kostenfrei https://www.frontiersin.org/articles/10.3389/fpubh.2022.1029392/full kostenfrei https://doaj.org/toc/2296-2565 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2022
allfieldsGer	10.3389/fpubh.2022.1029392 doi (DE-627)DOAJ084510099 (DE-599)DOAJ2f8f1147b6f0495b9e0d596530d2d89b DE-627 ger DE-627 rakwb eng RA1-1270 Junqiang Zhao verfasserin aut Virtual reality technology enhances the cognitive and social communication of children with autism spectrum disorder 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier ObjectiveWe aimed to explore the impact of using virtual reality technology to intervene in and encourage the developmental behavior areas of cognition, imitation, and social interaction in children with autism spectrum disorder.MethodsForty-four children with autism spectrum disorder were divided randomly into an intervention group and a control group, with each group consisting of 22 participants. Incorporating conventional rehabilitation strategies, virtual reality technology was used with the intervention group to conduct rehabilitation training in areas including cognition, imitation, and social interaction. The control group was provided conventional/routine clinical rehabilitation training. The children's cognitive development was evaluated before and 3 months after intervention.ResultsAfter intervention, the developmental abilities of both groups of children in the areas of cognition, imitation, and social interaction were improved over their abilities measured before the intervention (P < 0.05). However, post-intervention score differences between the two groups demonstrated that the intervention group levels were better than the control group levels only in the areas of cognition and social interaction (P < 0.05).ConclusionCombining virtual reality with conventional rehabilitation training improved the cognitive and social development of children with autism spectrum disorder and supported the goal of improving the rehabilitation effect. autism spectrum disorder virtual reality cognition social communication developmental ability nursing information Public aspects of medicine Junqiang Zhao verfasserin aut Junqiang Zhao verfasserin aut Xinxin Zhang verfasserin aut Xinxin Zhang verfasserin aut Xinxin Zhang verfasserin aut Yi Lu verfasserin aut Yi Lu verfasserin aut Yi Lu verfasserin aut Xingyang Wu verfasserin aut Xingyang Wu verfasserin aut Xingyang Wu verfasserin aut Fujun Zhou verfasserin aut Shichang Yang verfasserin aut Luping Wang verfasserin aut Xiaoyan Wu verfasserin aut Fangrong Fei verfasserin aut In Frontiers in Public Health Frontiers Media S.A., 2013 10(2022) (DE-627)742224589 (DE-600)2711781-9 22962565 nnns volume:10 year:2022 https://doi.org/10.3389/fpubh.2022.1029392 kostenfrei https://doaj.org/article/2f8f1147b6f0495b9e0d596530d2d89b kostenfrei https://www.frontiersin.org/articles/10.3389/fpubh.2022.1029392/full kostenfrei https://doaj.org/toc/2296-2565 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2022
allfieldsSound	10.3389/fpubh.2022.1029392 doi (DE-627)DOAJ084510099 (DE-599)DOAJ2f8f1147b6f0495b9e0d596530d2d89b DE-627 ger DE-627 rakwb eng RA1-1270 Junqiang Zhao verfasserin aut Virtual reality technology enhances the cognitive and social communication of children with autism spectrum disorder 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier ObjectiveWe aimed to explore the impact of using virtual reality technology to intervene in and encourage the developmental behavior areas of cognition, imitation, and social interaction in children with autism spectrum disorder.MethodsForty-four children with autism spectrum disorder were divided randomly into an intervention group and a control group, with each group consisting of 22 participants. Incorporating conventional rehabilitation strategies, virtual reality technology was used with the intervention group to conduct rehabilitation training in areas including cognition, imitation, and social interaction. The control group was provided conventional/routine clinical rehabilitation training. The children's cognitive development was evaluated before and 3 months after intervention.ResultsAfter intervention, the developmental abilities of both groups of children in the areas of cognition, imitation, and social interaction were improved over their abilities measured before the intervention (P < 0.05). However, post-intervention score differences between the two groups demonstrated that the intervention group levels were better than the control group levels only in the areas of cognition and social interaction (P < 0.05).ConclusionCombining virtual reality with conventional rehabilitation training improved the cognitive and social development of children with autism spectrum disorder and supported the goal of improving the rehabilitation effect. autism spectrum disorder virtual reality cognition social communication developmental ability nursing information Public aspects of medicine Junqiang Zhao verfasserin aut Junqiang Zhao verfasserin aut Xinxin Zhang verfasserin aut Xinxin Zhang verfasserin aut Xinxin Zhang verfasserin aut Yi Lu verfasserin aut Yi Lu verfasserin aut Yi Lu verfasserin aut Xingyang Wu verfasserin aut Xingyang Wu verfasserin aut Xingyang Wu verfasserin aut Fujun Zhou verfasserin aut Shichang Yang verfasserin aut Luping Wang verfasserin aut Xiaoyan Wu verfasserin aut Fangrong Fei verfasserin aut In Frontiers in Public Health Frontiers Media S.A., 2013 10(2022) (DE-627)742224589 (DE-600)2711781-9 22962565 nnns volume:10 year:2022 https://doi.org/10.3389/fpubh.2022.1029392 kostenfrei https://doaj.org/article/2f8f1147b6f0495b9e0d596530d2d89b kostenfrei https://www.frontiersin.org/articles/10.3389/fpubh.2022.1029392/full kostenfrei https://doaj.org/toc/2296-2565 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2022
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authorswithroles_txt_mv	Junqiang Zhao @@aut@@ Xinxin Zhang @@aut@@ Yi Lu @@aut@@ Xingyang Wu @@aut@@ Fujun Zhou @@aut@@ Shichang Yang @@aut@@ Luping Wang @@aut@@ Xiaoyan Wu @@aut@@ Fangrong Fei @@aut@@
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Incorporating conventional rehabilitation strategies, virtual reality technology was used with the intervention group to conduct rehabilitation training in areas including cognition, imitation, and social interaction. The control group was provided conventional/routine clinical rehabilitation training. The children's cognitive development was evaluated before and 3 months after intervention.ResultsAfter intervention, the developmental abilities of both groups of children in the areas of cognition, imitation, and social interaction were improved over their abilities measured before the intervention (P &lt; 0.05). However, post-intervention score differences between the two groups demonstrated that the intervention group levels were better than the control group levels only in the areas of cognition and social interaction (P &lt; 0.05).ConclusionCombining virtual reality with conventional rehabilitation training improved the cognitive and social development of children with autism spectrum disorder and supported the goal of improving the rehabilitation effect.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">autism spectrum disorder</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">virtual reality</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">cognition</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">social communication</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">developmental ability</subfield></datafield><datafield tag="650" ind1=" " 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callnumber-first	R - Medicine
author	Junqiang Zhao
spellingShingle	Junqiang Zhao misc RA1-1270 misc autism spectrum disorder misc virtual reality misc cognition misc social communication misc developmental ability misc nursing information misc Public aspects of medicine Virtual reality technology enhances the cognitive and social communication of children with autism spectrum disorder
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topic_title	RA1-1270 Virtual reality technology enhances the cognitive and social communication of children with autism spectrum disorder autism spectrum disorder virtual reality cognition social communication developmental ability nursing information
topic	misc RA1-1270 misc autism spectrum disorder misc virtual reality misc cognition misc social communication misc developmental ability misc nursing information misc Public aspects of medicine
topic_unstemmed	misc RA1-1270 misc autism spectrum disorder misc virtual reality misc cognition misc social communication misc developmental ability misc nursing information misc Public aspects of medicine
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title	Virtual reality technology enhances the cognitive and social communication of children with autism spectrum disorder
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title_full	Virtual reality technology enhances the cognitive and social communication of children with autism spectrum disorder
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author_browse	Junqiang Zhao Xinxin Zhang Yi Lu Xingyang Wu Fujun Zhou Shichang Yang Luping Wang Xiaoyan Wu Fangrong Fei
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title_sort	virtual reality technology enhances the cognitive and social communication of children with autism spectrum disorder
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title_auth	Virtual reality technology enhances the cognitive and social communication of children with autism spectrum disorder
abstract	ObjectiveWe aimed to explore the impact of using virtual reality technology to intervene in and encourage the developmental behavior areas of cognition, imitation, and social interaction in children with autism spectrum disorder.MethodsForty-four children with autism spectrum disorder were divided randomly into an intervention group and a control group, with each group consisting of 22 participants. Incorporating conventional rehabilitation strategies, virtual reality technology was used with the intervention group to conduct rehabilitation training in areas including cognition, imitation, and social interaction. The control group was provided conventional/routine clinical rehabilitation training. The children's cognitive development was evaluated before and 3 months after intervention.ResultsAfter intervention, the developmental abilities of both groups of children in the areas of cognition, imitation, and social interaction were improved over their abilities measured before the intervention (P < 0.05). However, post-intervention score differences between the two groups demonstrated that the intervention group levels were better than the control group levels only in the areas of cognition and social interaction (P < 0.05).ConclusionCombining virtual reality with conventional rehabilitation training improved the cognitive and social development of children with autism spectrum disorder and supported the goal of improving the rehabilitation effect.
abstractGer	ObjectiveWe aimed to explore the impact of using virtual reality technology to intervene in and encourage the developmental behavior areas of cognition, imitation, and social interaction in children with autism spectrum disorder.MethodsForty-four children with autism spectrum disorder were divided randomly into an intervention group and a control group, with each group consisting of 22 participants. Incorporating conventional rehabilitation strategies, virtual reality technology was used with the intervention group to conduct rehabilitation training in areas including cognition, imitation, and social interaction. The control group was provided conventional/routine clinical rehabilitation training. The children's cognitive development was evaluated before and 3 months after intervention.ResultsAfter intervention, the developmental abilities of both groups of children in the areas of cognition, imitation, and social interaction were improved over their abilities measured before the intervention (P < 0.05). However, post-intervention score differences between the two groups demonstrated that the intervention group levels were better than the control group levels only in the areas of cognition and social interaction (P < 0.05).ConclusionCombining virtual reality with conventional rehabilitation training improved the cognitive and social development of children with autism spectrum disorder and supported the goal of improving the rehabilitation effect.
abstract_unstemmed	ObjectiveWe aimed to explore the impact of using virtual reality technology to intervene in and encourage the developmental behavior areas of cognition, imitation, and social interaction in children with autism spectrum disorder.MethodsForty-four children with autism spectrum disorder were divided randomly into an intervention group and a control group, with each group consisting of 22 participants. Incorporating conventional rehabilitation strategies, virtual reality technology was used with the intervention group to conduct rehabilitation training in areas including cognition, imitation, and social interaction. The control group was provided conventional/routine clinical rehabilitation training. The children's cognitive development was evaluated before and 3 months after intervention.ResultsAfter intervention, the developmental abilities of both groups of children in the areas of cognition, imitation, and social interaction were improved over their abilities measured before the intervention (P < 0.05). However, post-intervention score differences between the two groups demonstrated that the intervention group levels were better than the control group levels only in the areas of cognition and social interaction (P < 0.05).ConclusionCombining virtual reality with conventional rehabilitation training improved the cognitive and social development of children with autism spectrum disorder and supported the goal of improving the rehabilitation effect.
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title_short	Virtual reality technology enhances the cognitive and social communication of children with autism spectrum disorder
url	https://doi.org/10.3389/fpubh.2022.1029392 https://doaj.org/article/2f8f1147b6f0495b9e0d596530d2d89b https://www.frontiersin.org/articles/10.3389/fpubh.2022.1029392/full https://doaj.org/toc/2296-2565
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author2	Junqiang Zhao Xinxin Zhang Yi Lu Xingyang Wu Fujun Zhou Shichang Yang Luping Wang Xiaoyan Wu Fangrong Fei
author2Str	Junqiang Zhao Xinxin Zhang Yi Lu Xingyang Wu Fujun Zhou Shichang Yang Luping Wang Xiaoyan Wu Fangrong Fei
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doi_str	10.3389/fpubh.2022.1029392
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up_date	2024-07-03T23:22:31.133Z
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Incorporating conventional rehabilitation strategies, virtual reality technology was used with the intervention group to conduct rehabilitation training in areas including cognition, imitation, and social interaction. The control group was provided conventional/routine clinical rehabilitation training. The children's cognitive development was evaluated before and 3 months after intervention.ResultsAfter intervention, the developmental abilities of both groups of children in the areas of cognition, imitation, and social interaction were improved over their abilities measured before the intervention (P &lt; 0.05). However, post-intervention score differences between the two groups demonstrated that the intervention group levels were better than the control group levels only in the areas of cognition and social interaction (P &lt; 0.05).ConclusionCombining virtual reality with conventional rehabilitation training improved the cognitive and social development of children with autism spectrum disorder and supported the goal of improving the rehabilitation effect.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">autism spectrum disorder</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">virtual reality</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">cognition</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">social communication</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">developmental ability</subfield></datafield><datafield tag="650" ind1=" " 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Health</subfield><subfield code="d">Frontiers Media S.A., 2013</subfield><subfield code="g">10(2022)</subfield><subfield code="w">(DE-627)742224589</subfield><subfield code="w">(DE-600)2711781-9</subfield><subfield code="x">22962565</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:10</subfield><subfield code="g">year:2022</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.3389/fpubh.2022.1029392</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/2f8f1147b6f0495b9e0d596530d2d89b</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://www.frontiersin.org/articles/10.3389/fpubh.2022.1029392/full</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield 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Virtual reality technology enhances the cognitive and social communication of children with autism spectrum disorder

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