Effectiveness of Social Virtual Reality Training in Enhancing Social Interaction Skills in Children With Attention-Deficit/Hyperactivity Disorder: Protocol for a Three-Arm Pilot Randomized Controlled Trial

Abstract

Background Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders among children. Children with ADHD have challenges in understanding social cues and behavioral problems when entering a social setting. Virtual reality (VR) has been applied to improve cognitive behaviors in children with ADHD. Previous studies have not adopted VR to improve social interaction competence and appropriateness in children with ADHD. VR offers a more effective alternative to therapeutic strategies for children with ADHD. Objective This study aims to examine the feasibility and effectiveness of social VR training in enhancing social interaction skills compared to traditional social skills training in children with ADHD. We hypothesize that participants in the social VR training group are likely to perform better on social interaction skills than those in the traditional social skills training group. Methods In this nonblinded, 3-arm randomized controlled trial (RCT), 90 participants with ADHD recruited from the community will be randomized 1:1:1 to the social VR intervention group, traditional social skills training group, or waitlist control group. The child psychiatrist will conduct assessments for each participant at baseline and after the intervention. The Social Skills Rating Scale–Parent will be used to assess the social interaction skills of the participants before and after the intervention. Participants in the social VR intervention group and traditional social skills training group will receive twelve 20-minute training sessions for 3 weeks. The participants in the waitlist control group will receive no training. The primary outcome measure is training acceptability and compliance. The secondary outcome measures are the child psychiatrist's assessment and the Social Skills Rating Scale–Parent before and after the intervention. Another outcome measure is the Behavior Rating Inventory of Executive Function and Attention. Differences in the scale scores will be examined using a t test and an F test. Results This study is set to commence in the fourth quarter of 2023. It is anticipated that participants in the social VR intervention group will exhibit superior social interaction skills than those in the traditional social skills training group. Conclusions To our knowledge, this RCT is the first study examining the feasibility and effectiveness of a social VR-based intervention for enhancing the social interaction skills of children with ADHD in Hong Kong. The VR-based social skills training is expected to provide a safer and more effective environment for children with ADHD to learn than the traditional approach. This study can lead to a full-scale RCT. Trial Registration ClinicalTrials.gov NCT05778526; https://clinicaltrials.gov/study/NCT05778526 International Registered Report Identifier (IRRID) PRR1-10.2196/48208

Effects of Background Music on Attentional Networks of Children With and Without Attention Deficit/Hyperactivity Disorder: Case Control Experimental Study

“…causing distress or problems at home, at school, and with peers [3]. Impaired cognitive aspects in ADHD consist of frequent compromise in executive functions (i.e., working memory, inhibitory control, cognitive flexibility, planning, and problem-solving), self-regulation states (i.e., the effortful and automatic mechanisms that enable behavior to be adapted appropriately to a changing context), motivation (i.e., temporal reward discounting), and time perception (i.e., the ability to discriminate and compare time intervals) [4][5][6].…”

“…Attention deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder characterized by harmful levels of inattention, impulsivity, and hyperactivity [ 1 ]. ADHD exhibits considerable heterogeneity, with individuals’ symptoms reflecting impairments in different cognitive aspects [ 2 ], causing distress or problems at home, at school, and with peers [ 3 ]. Impaired cognitive aspects in ADHD include frequent compromises in executive functions (ie, working memory, inhibitory control, cognitive flexibility, planning, and problem-solving), self-regulation states (ie, the purposeful or automatic mechanisms that enable behavior to be adapted appropriately to a changing context), motivation (ie, temporal reward discounting), and time perception (ie, the ability to discriminate and compare time intervals) [ 4 - 6 ].…”