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Child training in the Child ViReal Support Program: Combining iVR-based cognitive training and CBT techniques in a
Iouliani Pachiti1, Fotios S Milienos2, Timothy C Papadopoulos3
1Department of Psychology, University of Crete, Rethymnon, Greece.
Plos One
|February 27, 2026
Summary
Multilevel interventions, including parent training and immersive virtual reality (iVR) cognitive training, improved attention and executive functions in children with attention deficits. The order of intervention components influenced outcomes, particularly for school competence.
Area of Science:
- Child Psychology
- Cognitive Neuroscience
- Intervention Science
Background:
- Attention deficits significantly impact children's social, academic, and family functioning.
- Effective support and intervention strategies are crucial for managing attention deficits in school-aged children.
Purpose of the Study:
- To evaluate a multilevel intervention program for children with attention deficits, combining parent training, cognitive-behavioral child training, and iVR-based cognitive training.
- To assess the program's impact on attention, executive functions, and psychosocial adjustment.
- To examine if the sequence of intervention components affects outcomes.
Main Methods:
- A pilot study involving 16 families randomly assigned to sequential intervention groups (PC: parent training then child training; CP: child training then parent training).
- Intervention components included parent training, cognitive-behavioral child training, and iVR-based cognitive training.
- Outcomes were measured using assessments of attention, executive functions, and psychosocial adjustment.
Main Results:
- Children showed improved attentional control, inhibitory control, sustained attention, working memory, processing speed, and planning abilities.
- Reduced behavioral problems and enhanced emotional and school competence were observed, with the parent-child training (PC) group showing greater improvement in school competence.
- No significant changes were noted in alerting, orienting, reaction time variability, social competence, or self-perception.
Conclusions:
- Multilevel intervention programs, especially those incorporating iVR cognitive training, show promise for improving cognitive and psychosocial outcomes in children with attention deficits.
- The findings provide preliminary evidence and methodological insights for designing larger-scale studies on attention deficit interventions.
- The sequence of intervention components may influence specific outcomes, highlighting the need for tailored approaches.
