The opportunities of virtual reality in the rehabilitation of children with attention deficit hyperactivity disorder: a literature review

Abstract

Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in childhood. This disorder, in addition to its main symptoms, creates significant difficulties in education, social performance, and personal relationships. Given the importance of rehabilitation for these patients to combat the above issues, the use of virtual reality (VR) technology is helpful. The aim of this study was to highlight the opportunities for VR in the rehabilitation of children with ADHD. This narrative review was conducted by searching for articles in scientific databases and e-Journals, using keywords including VR, children, and ADHD. Various studies have shown that VR capabilities in the rehabilitation of children with ADHD include providing flexibility in accordance with the patients' requirements; removing distractions and creating an effective and safe environment away from real-life dangers; saving time and money; increasing patients' incentives based on their interests; providing suitable tools to perform different behavioral tests and increase ecological validity; facilitating better understanding of individuals' cognitive deficits and improving them; helping therapists with accurate diagnosis, assessment, and rehabilitation; and improving working memory, executive function, and cognitive processes such as attention in these children. Rehabilitation of children with ADHD is based on behavior and physical patterns and is thus suitable for VR interventions. This technology, by simulating and providing a virtual environment for diagnosis, training, monitoring, assessment and treatment, is effective in providing optimal rehabilitation of children with ADHD.

Antonyms: A Computer Game to Improve Inhibitory Control of Impulsivity in Children with Attention Deficit/Hyperactivity Disorder (ADHD)

“…Furthermore, they offer flexibility and provide safe learning environments that minimize errors, time, and costs. Finally, SGs keep users motivated through pleasant and user-friendly environments [57]. From this perspective, Antonyms represents a promising tool to target impulsivity control because it is grounded on a neuropsychological evidence-based model focused on impulsivity, a personal feature that needs a cognitive mechanism (inhibition) to be managed properly, thus prompting self-regulation and stimulating metacognition thanks to a reflective attitude.…”

Quantitative EEG features selection in the classification of attention and response control in the children and adolescents with attention deficit hyperactivity disorder

“…Recently, QEEG clinically has been used in assessment, diagnosis, evaluation and treatment of psychiatric disorders such as ADHD. The QEEG not only has a strong role in differential diagnosis of ADHD, but also has significant heterogeneity among ADHD-diagnosed children and adolescents [ 41 , 42 ].…”

“…This disorder is usually diagnosed when the nature, frequency and duration of the behavioral symptoms such as inattention results changes in the individual's functions. These changes are according to the defined criteria of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) and the International Classification of Mental and Behavioral Disorders – 10th revision [ 6 8 ]. The most important symptom in children with ADHD is inability to pay attention, meaning they often make mistakes in listening to others, following instructions, finishing tasks or maintaining personal belongings.…”

Self-Regulation in Children with Neurodevelopmental Disorders “SR-MRehab: Un Colegio Emocionante”: A Protocol Study

“…The use of new technologies, including virtual reality (VR) and gesture recognition, reveals itself as a promising means in rehabilitation programs, in general [18], and occupational therapy, in particular [19], not only for the attractiveness and motivation that it produces in the participants, but also for all the resources that allow therapists to use such technologies, facilitating the registration of each session and the adjustment of the personalized feedback that can be offered [20]. Furthermore, virtual reality allows simulating scenarios of daily life, in such a way that we can configure them as a laboratory to develop the necessary skills in a progressive way for the most adaptive behaviors possible [21][22][23][24]. Virtual reality systems provide a sense of presence and immersion; that is, they allow us to learn skills in a safe and controlled environment; at the same time, they are usually very motivating environments, particularly for children with ASD, if the designs take into account their sensory preferences [25].…”