Behavior analytic based virtual reality interventions to teach adaptive and functional skills for individuals diagnosed with autism: A systematic review

Virtual reality technologies hold promise for the therapy based on the science of applied behavior analysis as they can replicate real life environments and allow the user to role-play in a simulated environments. This literature review synthesizes the research base evaluating the effects of behavior analytic interventions delivered via virtual reality (VR) technology to teach adaptive and functional skills for individuals with autism. Method: We conducted a systematic search in four databases followed by a reference search for those articles by the systematic database search. We also conducted a quality review using the Evaluative Method for Evaluating and Determining Evidence-Based Practices in Autism (Reichow, 2008). Results: We identified 24 studies with a majority of the studies (n = 18; 75%) utilizing group experimental or quasi-experiment research design, and the remaining (n = 6; 25%) utilizing single-case research design. Of those studies, ten targeted vocational related skills, seven targeted functional behaviors (e.g., problem behavior treatment, hypersensitivity, phobias), four targeted safety skills (e.g., driving, airplane travel, pedestrian safety), two studies targeted general functional skills, and one targeted exercise engagement. Of the 24 studies, 12 met the quality criteria to be classified as “strong” or “adequate” and can offer evidence on the integration of VR technology into the practice of behavior analysis for teaching adaptive or functional skills. Discussion: Taken as a whole, the three studies (Cox et al., 2017; Hu & Han, 2019; Wade et al., 2013) identified as “strong” quality studies were conducted by three different research teams, at three different locations, with 74 different participants and meet the qualifications to be considered a promising practice.

Gamified Virtual Environment and Interaction Design for Activities of Daily Living Training

Ludic games and gamification processes can extend functional skills in players as they integrate different intelligences and stimulate the cognitive, perceptual, and motor activities. Play can facilitate the work of occupational therapist since provides better cooperation of the patient, besides helping in its development, increasing its behavioral repertoire, mainly in the accomplishment of activities of daily living. This chapter addresses these issues, discussing the design of a gamified virtual environment that helps occupational therapists to develop the potential of children and adolescents with mild, moderate, and severe neuropsychomotor disorder. For that, the authors present an investigation of the use of a gamified virtual environment and interaction devices in the training of activities of daily living. As result, they note that games as assistive technology can encourage the integration of education, rehabilitation, and habilitation of people in situations of vulnerability and social risk, providing access and inclusion through playful and challenging activities.

Using a 3D Simulation for Teaching Functional Skills to Students with Learning, Attentional, Behavioral, and Emotional Disabilities

The study presents results from the use of a 3D simulation for teaching functional skills to students with learning, attentional, behavioral, and emotional disabilities, attending regular schools. An A-B single-subject study design was applied. The participating students (eight eight-to-nine years old) explored the simulation (a virtual school), encountered situations in which they observed how they are expected to behave, and had to demonstrate what they have learned. Each student attended a total of four two-hour sessions. Data were collected by means of observations and semi-structured interviews. All students demonstrated improved functional skills both in terms of the number of behaviors they acquired and in terms of those that were retained and manifested in the real school environment. On the basis of the results, it can be argued that 3D simulations are a promising tool for teaching functional skills to students with disabilities.

Correlates of real-world goal-directed behavior in schizophrenia

Background Deficits in goal-directed behavior (i.e. behavior conducted to achieve a specific goal or outcome) are core to schizophrenia, difficult to treat, and associated with poor functional outcomes. Factors such as negative symptoms, effort-cost decision-making, cognition, and functional skills have all been associated with goal-directed behavior in schizophrenia as indexed by clinical interviews or laboratory-based tasks. However, little work has examined whether these factors relate to the real-world pursuit of goal-directed activities in this population. Methods This study aimed to fill this gap by using Ecological Momentary Assessment (four survey prompts per day for 1 week) to test hypotheses about symptom, effort allocation, cognitive, and functional measures associated with planned and completed goal-directed behavior in the daily lives of 63 individuals with schizophrenia. Results Individuals with schizophrenia completed more goal-directed activities than they planned [t(62) = −4.01, p < 0.001]. Motivation and pleasure (i.e. experiential) negative symptoms, controlling for depressive symptoms, negatively related to planned goal-directed behavior [odds ratio (OR) 0.92, p = 0.005]. Increased effort expenditure for high probability rewards (planned: OR 1.01, p = 0.034, completed: OR 1.01, p = 0.034) along with performance on a daily functional skills task (planned: OR 1.04, p = 0.002, completed: OR 1.03, p = 0.047) negatively related to both planned and completed goal-directed activity. Conclusions Our results present correlates of real-world goal-directed behavior that largely align with impaired ability to make future estimations in schizophrenia. This insight could help identify targeted treatments for the elusive motivated behavior deficits in this population.

Enhancing community creativity through training on making artificial flowers from plastic waste

The COVID-19 pandemic has a substantial impact on the community, one of which is in the economic sector. Many workers have been laid off, leading to a rise in the unemployment rate in Indonesia. This community service activity aims to help people affected by layoffs as the result of the COVID-19 pandemic through the activities of providing and strengthening functional skills to the community. This online program is a form of the Thematic Community Service Program on Prevention and Countermeasure of The COVID-19 Impact. An artificial flower-making training program has been implemented from plastic waste into a work that can increase people's creativity and grow the community's economy. This artificial flower-making training program's target is based on plastic waste in the community from RT/ RW 01/01, Bojong Village, Majalaya, Bandung District, West Java Province. This program was attended by eight people conducted online through WhatsApp Group from December 1 to 10, 2020. In addition to helping the community increase creativity during the COVID-19 pandemic, creating economically valuable communities can indirectly reduce plastic waste in landfills because plastic waste cannot decompose naturally. People who follow this program can sell artificial flowers to improve the economy during the COVID-19 pandemic.

Processing Speed and Time since Diagnosis Predict Adaptive Functioning Measured with WeeFIM in Pediatric Brain Tumor Survivors

(1) Background: Brain tumor (BT) survivors show difficulties in the acquisition of developmental milestones, related to academic achievement, vocational employment, social relationships, and autonomy. The skills underlying adaptive functioning (AF) are usually damaged in BT survivors due to the presence of the brain tumor, treatment-related factors, and other neurological sequelae. In this study, we aimed to explore the contribution of different cognitive factors in children with BT to AF, considering diagnosis-related variables. (2) Methods: Standardized cognitive assessment was undertaken and clinical information was collected from a retrospective cohort of 78 children with a BT, aged between 6 and 18 year old at the time of the assessment. Regression models were computed to investigate the influence of the selected variables on daily functional skills as measured by the Functional Independence Measure for Children (WeeFIM). (3) Results: The analyses showed that the main explanatory variables are processing speed and time since diagnosis. Other clinical variables, such as age at diagnosis and hydrocephalus, differentially influence functional skills according to distinct domains (i.e., self-care, mobility, and cognition). (4) Conclusions: The main explanatory variables of AF that emerged in our models point to a potential target of improving AF management in pediatric BT survivors.