A Novel Approach to Diagnose ADHD Using Virtual Reality

Ryu, Seung Ho; Oh, Soohwan; Lee, Sangah; Chung, Tai-Myoung

doi:10.1007/978-3-030-63924-2_15

Cited by 4 publications

(6 citation statements)

References 12 publications

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“…Despite these advances, for instance, Parsons et al (2019) note in their meta-analysis on virtual classroom CPT, that “It is unlikely that the virtual classroom as is currently designed has changed that relationship between computerized testing and self or observer report of real-world executive control difficulties exhibited by those with ADHD” (p. 351). Thus, the full potential of VR to capture naturalistic symptom-related behaviors has not yet been realized (Parsons et al, 2017; see also Ryu et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Quantifying ADHD Symptoms in Open-Ended Everyday Life Contexts With a New Virtual Reality Task

et al. 2021

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Objective: To quantify goal-directed behavior and ADHD symptoms in naturalistic conditions, we developed a virtual reality task, EPELI (Executive Performance in Everyday LIving), and tested its predictive, discriminant and concurrent validity. Method: We collected EPELI data, conventional neuropsychological task data, and parent-ratings of executive problems and symptoms in 38 ADHD children and 38 typically developing controls. Results: EPELI showed predictive validity as the ADHD group exhibited higher percentage of irrelevant actions reflecting lower attentional-executive efficacy and more controller movements and total game actions, both indicative of hyperactivity-impulsivity. Further, the five combined EPELI measures showed excellent discriminant validity (area under curve 88 %), while the correlations of the EPELI efficacy measure with parent-rated executive problems (r = .57) and ADHD symptoms (r = .55) pointed to its concurrent validity. Conclusion: We provide a proof-of-concept validation for a new virtual reality tool for ecologically valid assessment of ADHD symptoms.

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Section: Introductionmentioning

confidence: 99%

Quantifying ADHD Symptoms in Open-Ended Everyday Life Contexts With a New Virtual Reality Task

et al. 2021

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“…Despite these advances, for instance, Parsons and colleagues (2019) note in their meta-analysis on virtual classroom CPT, that "It is unlikely that the virtual classroom as is currently designed has changed that relationship between computerized testing and self or observer report of real-world executive control difficulties exhibited by those with ADHD" (p. 351). Thus, the full potential of VR to capture naturalistic symptom-related behaviors has not yet been realized (Parsons et al, 2017; see also Ryu et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Quantifying ADHD symptoms in open-ended everyday life contexts with a new virtual reality task

Seesjärvi¹,

J²,

Et³

et al. 2021

Preprint

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Objective: In the assessment of attention deficit hyperactivity disorder (ADHD) there is a need for methods that would reflect ADHD symptoms in naturalistic yet controlled situations objectively. Method: We developed a novel virtual reality task, EPELI (Executive Performance in Everyday LIving), and used it to quantify goal-directed behavior in ADHD children (n = 38) and typically developing controls (n = 38) in everyday home situations. Results: The ADHD group exhibited higher percentage of irrelevant actions out of all actions, reflecting lower attentional-executive efficacy, and more controller movements and more total game actions, both indicative of hyperactivity-impulsivity. Five main EPELI measures combined exhibited excellent discriminatory ability, with area under curve being 88 %. The efficacy measure of EPELI was strongly correlated with parent evaluations of everyday executive problems (r = .57) and ADHD symptoms (r = .55). Conclusion: Virtual reality assessment can successfully quantify ADHD symptoms in a rich naturalistic context.

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“…However, the CPT task has limitations in assessing symptoms that occur in various activities in daily life. (20,21). They presented tasks that children at the elementary school level typically perform, such as packing a backpack, tidying a room, scheduling, and solving puzzles.…”

Section: Introductionmentioning

confidence: 99%

“…(2021) and Son et al. (2021) made initial attempts to use VR and AI to measure everyday activities in virtual reality for diagnosing ADHD ( 20 , 21 ). They presented tasks that children at the elementary school level typically perform, such as packing a backpack, tidying a room, scheduling, and solving puzzles.…”

Section: Introductionmentioning

confidence: 99%

Diagnosis of ADHD using virtual reality and artificial intelligence: an exploratory study of clinical applications

Oh,

Joung,

Chung

et al. 2024

Front. Psychiatry

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IntroductionDiagnosis of Attention Deficit/Hyperactivity Disorder (ADHD) is based on clinical evaluation of symptoms by a psychiatrist, referencing results of psychological tests. When diagnosing ADHD, the child’s behavior and functionality in real-life situations are critical components. However, direct observation by a clinician is often not feasible in practice. Therefore, such information is typically gathered from primary caregivers or teachers, which can introduce subjective elements. To overcome these limitations, we developed AttnKare-D, an innovative digital diagnostic tool that could analyze children’s behavioral data in Virtual Reality using Artificial Intelligence. The purpose of this study was to explore the utility and safety of AttnKare-D for clinical application.MethodA total of 21 children aged between 6 and 12 years were recruited for this study. Among them, 15 were children diagnosed with ADHD, 5 were part of a normal control group, and 1 child was excluded due to withdrawal of consent. Psychological assessments, including K-WISC, Conners CPT, K-ARS, and K-CBCL, were conducted for participants and their primary caregivers. Diagnoses of ADHD were confirmed by child and adolescent psychiatrists based on comprehensive face-to-face evaluations and results of psychological assessments. Participants underwent VR diagnostic assessment by performing various cognitive and behavioral tasks in a VR environment. Collected data were analyzed using an AI model to assess ADHD diagnosis and the severity of symptoms.ResultsAttnKare-D demonstrated diagnostic performance with an AUC of 0.893 when compared to diagnoses made by child and adolescent psychiatrist, showing a sensitivity of 0.8 and a specificity of 1.0 at a cut-off score of 18.44. AttnKare-D scores showed a high correlation with K-ARS scores rated by parents and experts, although the correlation was relatively low for inattention scores.ConclusionResults of this study suggest that AttnKare-D can be a useful tool for diagnosing ADHD in children. This approach has potential to overcome limitations of current diagnostic methods, enhancing the accuracy and objectivity of ADHD diagnoses. This study lays the groundwork for further improvement and research on diagnostic tools integrating VR and AI technologies. For future clinical applications, it is necessary to conduct clinical trials involving a sufficient number of participants to ensure reliable use.

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A Novel Approach to Diagnose ADHD Using Virtual Reality

Cited by 4 publications

References 12 publications

Quantifying ADHD Symptoms in Open-Ended Everyday Life Contexts With a New Virtual Reality Task

Quantifying ADHD Symptoms in Open-Ended Everyday Life Contexts With a New Virtual Reality Task

Quantifying ADHD symptoms in open-ended everyday life contexts with a new virtual reality task

Diagnosis of ADHD using virtual reality and artificial intelligence: an exploratory study of clinical applications

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