Reducing Specific Phobia/Fear in Young People with Autism Spectrum Disorders (ASDs) through a Virtual Reality Environment Intervention

Abstract

Anxiety is common in children with autism spectrum disorders (ASD), with specific fears and phobias one of the most frequent subtypes. Specific fears and phobias can have a serious impact on young people with ASD and their families. In this study we developed and evaluated a unique treatment combining cognitive behaviour therapy (CBT) with graduated exposure in a virtual reality environment (VRE). Nine verbally fluent boys with an ASD diagnosis and no reported learning disability, aged 7 to 13 years old, were recruited. Each had anxiety around a specific situation (e.g. crowded buses) or stimulus (e.g. pigeons). An individualised scene was recreated in our ‘wrap-around’ VRE. In the VRE participants were coached by a psychologist in cognitive and behavioural techniques (e.g. relaxation and breathing exercises) while the exposure to the phobia/fear stimulus was gradually increased as the child felt ready. Each child received four 20–30 minute sessions. After participating in the study, eight of the nine children were able to tackle their phobia situation. Four of the participants completely overcame their phobia. Treatment effects were maintained at 12 months. These results provide evidence that CBT with VRE can be a highly effective treatment for specific phobia/fear for some young people with ASD.Trial RegistrationControlled-Trials.com ISRCTN58483069.

Technology-Facilitated Diagnosis and Treatment of Individuals with Autism Spectrum Disorder: An Engineering Perspective

“…Some studies did use such virtual reality systems/devices [28][29][30][31][32][33][34][35][36]. However, many studies used conventional computer monitors to display virtual reality scenes with one or more avatars [37][38][39][40][41][42][43][44][45][46][47].…”

Virtual Reality and its Influence on Training and Education - Literature Review

“…Despite their good academic performance, social communication barrier can lead to frustration [85][86] and this in turn can worsen academic performance due to low selfesteem, even though their intellectual abilities are average or above that [87]. VR can be used for social training and provide safe and unlimited contexts to practice social scenarios that are most commonly encountered in our everyday life [88][89] [90] and as a result, social anxiety can be reduced [91]. Additionally, it is noted that computer technology is often highly motivating and rewarding for those suffering with ASD (Autism Spectrum Disorder) and especially children with HFA (High Functioning Autism) [92].…”

A Bibliometric Study on the Use of Virtual Reality (VR) as an Educational Tool for High-Functioning Autism Spectrum Disorder (ASD) Children

“…Desktop VR, on the other hand, does not provide a great sense of presence, connecting the user with the virtual world through a window, generally the screen of a regular computer. Most of the research to date in this field has used desktop or non-immersive RV [15][16][17][18]. Although both non-immersive and immersive RV are shown as valid tools to serve as means in various areas of learning [19], both the realism of the virtual educational environment and the behaviour of the avatars or characters with whom the user interacts socially, seem crucial to generate a sense of social presence, an aspect whose intensity is key for the experience of educational VR to be effective and transferable to the real world [20,21].…”