Virtual Reality
Conditions
Keywords
Attention deficit and hyperactivity disorder, cognitive functions, motor skills, Virtual Reality
Brief summary
The aim of this study is to investigate the effects of virtual reality (VR) intervention on cognitive skills in children with attention deficit hyperactivity disorder (ADHD).
Detailed description
The study was designed as a randomized controlled trial. A simple randomization method will be used to randomly assign individuals to two groups (intervention and control groups). A simple randomization method will be used where the intervention and control group papers are selected from a sealed envelope. Following the initial assessment of each participant, one of the papers labeled intervention or control will be randomly selected. This decision will determine whether the individual will be assigned to the intervention or control group. The study will be conducted at Hacettepe University. The intervention group will receive occupational therapy (OT) for 30 minutes once a week for 8 weeks and will play a virtual reality (VR) game with the Sony PlayStation 2 Eye Toy system for 20 minutes. Both the intervention and control groups will receive occupational therapy for only 30 minutes once a week for 8 weeks. The Dynamic Occupational Therapy Cognitive Assessment (DOTCA-Ch) will be administered before and after the intervention to assess children's cognitive functions.
Interventions
BEHAVIORALvirtual Reality
Virtual Reality: The virtual reality system consists of a camera, television, Eye Toy Play CD and Play Station 2. It is based on the principle of capturing movements represented in a virtual environment (Gatica and Méndez, 2014). In the Eye Toy system, individuals can see themselves on the screen through the camera. In this way, the person constantly interacts with the movements and challenges brought by video games. We can simply call the Eye Toy system a webcam with a motion sensor and microphone. The individual's position in the game is determined on the screen and can perceive the person according to the movements he/she exhibits. The main skills required by the games are; target-based movement, visuomotor skills, praxis and thinking process skills.
BEHAVIORALoccupational therapy
Occupational Therapy: The basis of OT intervention consisted of activities requiring increased attention, behavioral regulation, organizational skills, multiple cognitive skills, and motor skills
Sponsors
Hacettepe University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
BASIC_SCIENCE
Masking
SINGLE (Outcomes Assessor)
Masking description
The therapist who conducted the assessment tests was unaware of the participants' group assignments (interventon or control)
Intervention model description
Two groups with an intervention group and a control group
Eligibility
Sex/Gender
ALL
Age
7 Years to 12 Years
Healthy volunteers
No
Inclusion criteria
* being between the ages of 7-12, having diagnosed with ADHD by a child psychiatrist in accordance with the DSM-5 diagnostic criteria, having stabilized medications used for ADHD, being open to communication, and being able to understand and follow instructions at a basic level
Exclusion criteria
* having any neurological, orthopedic or psychiatric diagnosis in addition to ADHD diagnosis, having undergone any surgical intervention in the last 3 months, being inadequate in understanding visual and auditory commands, and having a visual or hearing impairment.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Dynamic Occupational Therapy Cognitive Assessment (DOTCA-Ch) | 1 month | The Dynamic Occupational Therapy Cognitive Assessment (DOTCA-Ch): It was developed to evaluate the cognitive functions of children between the ages of 6 and 12. It includes 22 subtests in 5 cognitive areas; orientation, spatial perception, praxis, visuomotor construction and thinking operations. There is a structured 5-stage scoring system for each subtest. The purpose of the assessment is to identify the child's strengths and deficiencies in different cognitive areas, to measure learning potential and to identify the child's thinking strategies using dynamic procedures. The practice time is approximately 1½ hours |
Countries
Turkey (Türkiye)
Outcome results
None listed