PDF(Pubmed)
Abstract：
Methods to effectively improve socio-emotional functioning by adolescents with developmental language disorders (DLD) are scarce. Current methods to improve socio-emotional functioning in adolescents with other neurobiological disorders seem less suitable, as these methods are highly language based. This study therefore examined the feasibility of the virtual reality (VR) training for socio-emotional skills: \'InterAction\'. The aims of the present study were to (1) examine whether interactive VR is a feasible training method for adolescents with DLD; (2) investigate adolescents\' appreciation of the VR training; (3) examine whether the virtual reality training facilitates the participants\' sense of presence during social practice situations in an interactive digital world; and (4) explore whether adolescents socio-emotional skills improved during the six-session training. A sample of nine adolescents (13-16 years) with DLD reported on their presence in VR contexts and their appreciation toward the VR training. They also completed weekly self-reports on their socio-emotional functioning. Results indicated that \'InterAction\' was a feasible method to practice socio-emotional functioning with adolescents with DLD. Adolescents highly appreciated the VR training. In addition, adolescents rated the sense of presence as high in the VR training. The individual trajectories showed that improvements in the trained skills varied both between and within participants. The results were also not uniform between the specific skills trained. The findings suggest that interactive virtual reality training may be a promising tool for improving socio-emotional functioning in adolescents with DLD. Future studies should examine the positive indications of this study in a larger sample.
摘要：
缺乏有效改善患有发育性语言障碍（DLD）的青少年社会情绪功能的方法。目前改善患有其他神经生物学疾病的青少年社会情绪功能的方法似乎不太合适，因为这些方法是高度基于语言的。因此，这项研究研究了虚拟现实（VR）社会情感技能培训的可行性：“互动”。本研究的目的是（1）检查交互式VR是否是DLD青少年的可行培训方法；（2）调查青少年对VR培训的欣赏；（3）检查虚拟现实培训是否在交互式数字世界中的社会实践情境中促进了参与者的存在感；（4）探索在六节培训期间青少年的社会情感技能是否得到了提高。9名患有DLD的青少年（13-16岁）的样本报告了他们在VR环境中的存在以及他们对VR训练的赞赏。他们还完成了关于他们的社会情绪功能的每周自我报告。结果表明，“互动行动”是对患有DLD的青少年练习社会情绪功能的可行方法。青少年高度赞赏VR培训。此外,青少年在VR训练中对存在感的评价很高。个人轨迹表明，受训技能的提高在参与者之间和内部都有所不同。训练的特定技能之间的结果也不一致。研究结果表明，交互式虚拟现实训练可能是改善DLD青少年社会情绪功能的有希望的工具。未来的研究应该在更大的样本中检查这项研究的积极迹象。
