背景:许多接受特殊教育的青少年除了行为问题外,还会受到焦虑的影响。焦虑会导致实质性的长期问题,并且由于个人无法容忍引起焦虑的情况,可能会导致课堂上的破坏性行为。因此,特殊需求学校的干预措施,帮助青少年应对焦虑,反过来,需要减少破坏性的课堂行为。
目的:本研究旨在评估虚拟现实生物反馈游戏的效果,Deep,临床样本中每天的状态焦虑和破坏性课堂行为水平。此外,该研究还旨在检查玩DEEP后平静或放松状态的持续时间。
方法:共有8名青少年就读于有行为和精神问题的特殊中学,参加了一项单病例实验性ABAB研究。在4周的时间里,参与者完成了6次深度会议。此外,瞬时评估(即,在所有A和B阶段,每天收集3次)自我报告的状态焦虑和教师报告的课堂行为。
结果:通过分析个人概况,研究发现,有6名参与者表现出焦虑的减轻,5名参与者在引入DEEP后表现出破坏性课堂行为的减少。在团体层面,结果显示,焦虑的减少很小但很显著(d=-0.29),当参与者玩DEEP时,破坏性课堂行为无显著减少(d=-0.16)。此外,研究发现,参与者在玩DEEP后的平静或放松状态平均持续约2小时。
结论:这项研究证明了游戏的潜力,Deep,作为在特殊学校环境中对焦虑和破坏性课堂行为的干预。需要进一步的研究来充分优化和个性化DEEP作为异质特殊学校人群的干预措施。
BACKGROUND: Many adolescents in special education are affected by anxiety in addition to their behavioral problems. Anxiety leads to substantial long-term problems and may underlie disruptive behaviors in the classroom as a result of the individual\'s inability to tolerate anxiety-provoking situations. Thus, interventions in special needs schools that help adolescents cope with anxiety and, in turn, diminish disruptive classroom behaviors are needed.
OBJECTIVE: This study aimed to evaluate the effect of a virtual reality biofeedback game, DEEP, on daily levels of state-anxiety and disruptive classroom behavior in a clinical sample. In addition, the study also aimed to examine the duration of the calm or relaxed state after playing DEEP.
METHODS: A total of 8 adolescents attending a special secondary school for students with behavioral and psychiatric problems participated in a single-case experimental ABAB study. Over a 4-week period, participants completed 6 DEEP sessions. In addition, momentary assessments (ie, 3 times a day) of self-reported state-anxiety and teacher-reported classroom behavior were collected throughout all A and B phases.
RESULTS: From analyzing the individual profiles, it was found that 6 participants showed reductions in anxiety, and 5 participants showed reductions in disruptive classroom behaviors after the introduction of DEEP. On a group level, results showed a small but significant reduction of anxiety (d=-0.29) and a small, nonsignificant reduction of disruptive classroom behavior (d=-0.16) on days when participants played DEEP. Moreover, it was found that the calm or relaxed state of participants after playing DEEP lasted for about 2 hours on average.
CONCLUSIONS: This study demonstrates the potential of the game, DEEP, as an intervention for anxiety and disruptive classroom behavior in a special school setting. Future research is needed to fully optimize and personalize DEEP as an intervention for the heterogeneous special school population.