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Updated: Jun 9, 2025

Virtual Prism Adaptation Therapy: Protocol for Validation in Healthy Adults

Virtual Prism Adaptation Therapy: Protocol for Validation in Healthy Adults

Published on: February 12, 2020

Empowering Social Growth Through Virtual Reality-Based Intervention for Children With Attention-Deficit/Hyperactivity

Ka Po Wong¹, Bohan Zhang², Cynthia Yuen Yi Lai³

¹Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hong Kong, China (Hong Kong).

JMIR Serious Games

|October 28, 2024

Summary

Virtual reality (VR) social skills training significantly improved social skills and executive functions in children with ADHD compared to traditional methods. This study demonstrates VR

Keywords:

attention deficit and hyperactivity disorder digital world emotional control social growth social learning theory social skills social skills training virtual reality

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Area of Science:

Pediatric Psychology
Neurodevelopmental Disorders
Digital Health Interventions

Background:

Attention-deficit/hyperactivity disorder (ADHD) often begins in childhood, leading to social functioning impairments.
Virtual reality (VR) is a potential tool for social skills training in children with ADHD.
Further research is needed to confirm VR's effectiveness in ADHD social skills interventions.

Purpose of the Study:

To assess the feasibility and effectiveness of VR-based social skills training for children with ADHD.
To compare VR training against traditional social skills training and a waitlist control group.

Main Methods:

A randomized controlled trial involved 90 children with ADHD (aged 6-12 years).
Participants received 3 weeks of 12 VR-based social skills training sessions, traditional social skills training, or were on a waitlist.
Outcomes were measured using clinical psychologist assessments, the Social Skills Improvement System Rating Scale, the Behavior Rating Inventory of Executive Function, and the Simulator Sickness Questionnaire.

Main Results:

VR training was feasible and acceptable for children with ADHD (aged 6-12).
Both VR and traditional training improved social skills and parent-rated self-control, initiative, and emotional control.
VR training showed superior results compared to traditional training in social skills and parent-rated self-control, initiative, and emotional control.

Conclusions:

VR-based social skills training is feasible and more effective than traditional methods for children with ADHD.
VR shows promise as a valuable tool for social skills interventions in children with ADHD.
Further research should investigate the long-term effects and generalizability of VR interventions.