开放期刊系统

虚拟现实技术在自闭症谱系障碍患者中的应用进展

徐 鑫洁, 杨 柳, 周 庆*

摘要

介绍虚拟现实技术在自闭症谱系障碍患者社会功能障碍、情感认知障碍和语言训练障碍中的应用现状,指出未来
虚拟现实技术使用的新方向。帮助自闭症康复领域的研究人员和实践工作者更好地了解虚拟现实技术使用的现状和前景,
从而为更好地开展自闭症病人的康复与护理提供借鉴。

关键词

虚拟现实技术;自闭症;社会功能;情感认知;语言训练;综述

全文:

PDF

参考

[1] 林弋琪等 , 虚拟现实技术与自闭症谱系障碍治疗 : 科

技新希望 . 心理科学进展 , 2018. 26(3).

[2] 周荣易等 , 孤独症谱系障碍动物模型研究进展 . 中国

实验动物学报 , 2019. 27(3).

[3] 刘春燕与陈功香 , 自闭症谱系障碍个体的焦虑 : 发生

机制、评估与治疗 . 心理科学进展 , 2019. 27(10).

[4] 赵俊强等 , 基于虚拟现实技术的孤独症谱系障碍患

儿核心症状家庭康复干预效果研究 . 护理研究 ,2021. 35(23).

[5]Orlosky, J., et al., Emulation of Physician Tasks

in Eye-Tracked Virtual Reality for Remote Diagnosis of

Neurodegenerative Disease. IEEE Trans Vis Comput Graph, 2017.

23(4): p. 1302-1311.

[6] 马博森等 , 国外人工智能辅助自闭症谱系障碍诊断

及其康复训练研究进展 . 康复学报 , 2019. 29(6).

[7]Cannell, J., et al., The efficacy of interactive, motion

capture-based rehabilitation on functional outcomes in an

inpatient stroke population: a randomized controlled trial. Clin

Rehabil, 2018. 32(2): p. 191-200.

[8]Pulijala, Y., et al., Effectiveness of Immersive Virtual

Reality in Surgical Training-A Randomized Control Trial. J Oral

Maxillofac Surg, 2018. 76(5): p. 1065-1072.

[9]Mishkind, M.C., et al., Review of Virtual Reality Treatment

in Psychiatry: Evidence Versus Current Diffusion and Use. Curr

Psychiatry Rep, 2017. 19(11): p. 80.

[10]Dechsling, A., et al., Virtual reality and naturalistic

developmental behavioral interventions for children with autism

spectrum disorder. Res Dev Disabil, 2021. 111: p. 103885.

[11]Liu, X., et al., A Survey on Autism Care, Diagnosis, and

Intervention Based on Mobile Apps Focusing on Usability and

Software Design. Sensors (Basel), 2023. 23(14).

[12] 开发与应用虚拟现实理论技术 , 虚拟现实 : 理论、

技术、开发与应用 . 北京:清华大学出版社 , 2019.

[13]Fong, C.J., et al., Interventions for improving employment

outcomes for persons with autism spectrum disorders: A

systematic review update. Campbell Syst Rev, 2021. 17(3): p.

e1185.

[14]Nijman, S.A., et al., Dynamic Interactive Social Cognition

Training in Virtual Reality (DiSCoVR) for social cognition and

social functioning in people with a psychotic disorder: study

protocol for a multicenter randomized controlled trial. BMC

Psychiatry, 2019. 19(1): p. 272.

[15]Pallathra, A.A., et al., Defining behavioral components

of social functioning in adults with autism spectrum disorder as

targets for treatment. Autism Res, 2018. 11(3): p. 488-502.

[16]Kuriakose, S. and U. Lahiri, Understanding the PsychoPhysiological Implications of Interaction With a Virtual RealityBased System in Adolescents With Autism: A Feasibility Study.

IEEE Trans Neural Syst Rehabil Eng, 2015. 23(4): p. 665-75.

[17]Zapata-Fonseca, L., et al., Sensitivity to Social

Contingency in Adults with High-Functioning Autism during

Computer-Mediated Embodied Interaction. Behav Sci (Basel),

2018. 8(2).

[18]Bernardini S., P.K.S.H., Inclusion of immersive virtual

learning environments and visual control systems to support the

learning of students with Asperger Syndrome. Boston, MA, USA.

14–18, 2013.

[19]Porayska-Pomsta K., A.K.B.S., Building an intelligent,

authorable serious game for autistic children and their carers.

Advances in Computer Entertainment., 2013.

[20]Kandalaft, M.R., et al., Virtual reality social cognition

training for young adults with high-functioning autism. J Autism

Dev Disord, 2013. 43(1): p. 34-44.

[21]Kandalaft, M.R., et al., Virtual reality social cognition

training for young adults with high-functioning autism. J Autism

Dev Disord, 2013. 43(1): p. 34-44.

[22]Yang, Y., et al., Neural mechanisms of behavioral change

in young adults with high-functioning autism receiving virtual

reality social cognition training: A pilot study. Autism Res, 2018.

11(5): p. 713-725.

[23]Russo-Ponsaran, N., et al., Virtual Environment for

Social Information Processing: Assessment of Children with and

without Autism Spectrum Disorders. Autism Res, 2018. 11(2): p.

305-317.

[24]Stichter, J.P., et al., iSocial: delivering the Social

Competence Intervention for Adolescents (SCI-A) in a 3D virtual

learning environment for youth with high functioning autism. J

Autism Dev Disord, 2014. 44(2): p. 417-30.

[25]Baron-Cohen, S., O. Golan and E. Ashwin, Can emotion

recognition be taught to children with autism spectrum conditions?

Philos Trans R Soc Lond B Biol Sci, 2009. 364(1535): p. 3567-

74.

[26]Lorenzo G., L.A.P.J., Design and application of an

immersive virtual reality system to enhance emotional skills for

children with autism spectrum disorders. Comput. Educ, 2016.

[27] 孙瑜 , 虚拟现实技术在孤独症儿童社会情绪能力干

预中的应用 , 2019.

[28]Yang, Y., et al., Brain responses to biological motion

predict treatment outcome in young adults with autism receiving

Virtual Reality Social Cognition Training: Preliminary findings.

Behav Res Ther, 2017. 93: p. 55-66.

[29]Ke F., I.T., Virtual-reality-based social interaction

training for children with high-functioning autism. J. Educ. Res.

2013;106:441–461., 2013.

[30]Ip H. H. S., W.S.W.L., Virtual reality enabled training for

social adaptation in inclusive education settings for school-aged

children with autism spectrum disorder (ASD) In: Cheung S.K.S.

Blended Learning: Aligning Theory with Practices. Springer;

Cham, Switzerland: 2016. pp. 94–102., 2016.

[31]. Frolli, A., et al., Children on the Autism Spectrum and

the Use of Virtual Reality for Supporting Social Skills. Children

(Basel), 2022. 9(2).

[32]. Lorenzo G., L.A.P.J., Design and application of an

immersive virtual reality system to enhance emotional skills

for children with autism spectrum disorders. Comput. Educ.

2016;98:192–205. doi: 10.1016/j.compedu.2016.03.018, 2016.

[33]Schwarze A., F.H.N.B., Advantages and Propositions

of Learning Emotion Recognition in Virtual Reality for People

with Autism; Proceedings of the 27th European Conference on

Information Systems (ECIS). Stockholm & Uppsala, Sweden. 8–14

June 2019., 2019.

[34]Lahiri, U., Z. Warren and N. Sarkar, Design of a gazesensitive virtual social interactive system for children with autism.

IEEE Trans Neural Syst Rehabil Eng, 2011. 19(4): p. 443-52.

[35]Kim, K., et al., A Virtual Joy-Stick Study of Emotional

Responses and Social Motivation in Children with Autism

Spectrum Disorder. J Autism Dev Disord, 2015. 45(12): p. 3891-

9.

[36]Kim K., G.P.H.N., The Virtual Reality Emotion

Sensitivity Test (V-REST): Development and Construct Validity;

Proceedings of the Association for Behavioral and Cognitive

Therapies (ABCT) Conference. San Francisco, CA, USA. 18–21

November 2010., 2010.

[37]Cleland, J., et al., Phonetic and phonological errors in

children with high functioning autism and Asperger syndrome. Int

J Speech Lang Pathol, 2010. 12(1): p. 69-76.

[38]Bosseler, A. and D.W. Massaro, Development and

evaluation of a computer-animated tutor for vocabulary and

language learning in children with autism. J Autism Dev Disord,

2003. 33(6): p. 653-72.

[39]Saadatzi, M.N., et al., Small-Group Technology-Assisted

Instruction: Virtual Teacher and Robot Peer for Individuals with

Autism Spectrum Disorder. J Autism Dev Disord, 2018. 48(11): p.

3816-3830.

[40]Taylor, B.A. and J.A. DeQuinzio, Observational learning

and children with autism. Behav Modif, 2012. 36(3): p. 341-60.

[41]Nubia R. M., F.G.R.W., Development of a Mobile

Application in Augmented Reality to Improve the Communication

Field of Autistic Children at a Neurorehabilitar Clinic;

Proceedings of the 2015 Workshop on Engineering Applications—

International Congress on Engineering (WEA). Bogota, Colombia.

28–30 October 2015; pp. 1–6, 2015.

[42]Chen, F., et al., Development and evaluation of a 3-D

virtual pronunciation tutor for children with autism spectrum

disorders. PLoS One, 2019. 14(1): p. e0210858.

[43]Iacoboni, M. and M. Dapretto, The mirror neuron system

and the consequences of its dysfunction. Nat Rev Neurosci, 2006.

7(12): p. 942-51.

[44]Lombardo, M.V., M.C. Lai and S. Baron-Cohen, Big

data approaches to decomposing heterogeneity across the autism

spectrum. Mol Psychiatry, 2019. 24(10): p. 1435-1450.

[45]Frankel, F. and C. Whitham, Parent-assisted group

treatment for friendship problems of children with autism

spectrum disorders. Brain Res, 2011. 1380: p. 240-5.

[46]Tomasello, M. and M.J. Farrar, Joint attention and early

language. Child Dev, 1986. 57(6): p. 1454-63.

[47]Landa, R., Early communication development and

intervention for children with autism. Ment Retard Dev Disabil

Res Rev, 2007. 13(1): p. 16-25.

[48]Mirzaei M. R., G.S.M.M., Audio-visual speech

recognition techniques in augmented reality environments. Vis.

Comput., 2014.

[49]Moon J., K.F.S.Z., Automatic assessment of cognitive and

emotional states in virtual reality-based flexibility training for four

adolescents with autism. Br. J. Educ. Tech. 2020;51:1766–1784.,

2020.


(2 摘要 Views, 6 PDF Downloads)

Refbacks

  • 当前没有refback。