Virtual reality training to improve socio‐emotional functioning in adolescents with developmental language disorders

A multiple baseline effectiveness study

Bibliographic Data

ID6451840
AuthorsE G J M Arts (0000-0001-8148-7145, Behavioural Science Institute, Radboud University Nijmegen the Netherlands, corresponding author), Bram O De Castro (0000-0001-5110-6153, Research Institute of Child Development and Education University of Amsterdam Amsterdam The Netherlands), Ellen Luteijn (Royal Kentalis Utrecht the Netherlands), Ben Elsendoorn (Royal Kentalis Utrecht the Netherlands), Marija Marić (0000-0003-2728-5969, Research Institute of Child Development and Education University of Amsterdam Amsterdam The Netherlands), Constance Vissers (0000-0001-8773-7037, Radboud University Nijmegen), Constance T W M Vissers (Behavioural Science Institute, Radboud University Nijmegen the Netherlands)
Year2024
Volume34
Issue1
Publication date2024-11-22
Open AccessYes
TypeARTICLE
VenueSocial Development (JOURNAL)
Journal identifiersISSN: 1467-9507 • E-ISSN: 0961-205X
PublisherWiley (PUBLISHER • GB)
DOI10.1111/sode.12784
OpenAlexW4404639673
LanguageEN
Citations received1
References cited60

This study investigated whether interactive virtual reality (VR) training of social and emotional abilities (InterAction) improves socio‐emotional functioning of youth with developmental language disorders (DLD). To this end we conducted a multiple baseline intervention study, comparing participants’ social abilities during a baseline phase with their changes in abilities during the intervention and posttest phase. The training group consisted of 29 adolescents ( 20 boys, 9 girls ) with DLD from the Netherlands. The training consisted of nine, weekly (45–50 min) individual sessions with each participant. In addition, to improve estimation of the secondary outcomes, a matched sample of 9 adolescents with DLD was also assessed, but received no treatment. Results of the nonoverlap of all pairs test showed a large effect of the VR training on more than half of the individualized intervention goals (56.90%). The results of multilevel analyses indicated that there was significant improvement from baseline to posttest on social abilities ( d = 1.36), indicating effectiveness of the VR intervention. Secondary outcomes indicated that, compared to the control group, adolescents of the training group improved significantly in their cognitive Theory of Mind (ToM). However, no significant differences were observed between the two groups in affective ToM or in parent reported socio‐emotional functioning. Importantly, adolescents highly appreciated the VR training, as they found it both enjoyable and educational. They reported increased interaction with peers, feeling more confident in social situations, and would recommend the training to others. These findings suggest that interactive VR may be a promising tool to improve socio‐emotional functioning in adolescents with DLD

Cognition · Developmental psychology · Feeling · Intervention (counseling · Multiple baseline design · Psychiatry · Social skills · Test (biology · Child and Animal Learning Development · Clinical Psychology · Language Development and Disorders · Psychology · Reading and Literacy Development · Social Psychology

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