Virtual Reality-Based Self-Modeling Intervention for Children With Autism Spectrum Disorder

Condition(s) studied

Investigational drug(s) / intervention(s)

Virtual Reality Self-Modeling Training: Participants will receive a virtual reality-based self-modeling intervention designed to improve core social communication skills in children with autism spectrum disorder. The program will be delivered twice weekly for 12 weeks. In the virtual environment, participants will observe avatar-based representations of themselves demonstrating target behaviors such as eye contact, initiating joint attention, responding to joint attention, and gesture use. Participants will then practice these behaviors within the same virtual environment. Successful behavioral responses will be reinforced using virtual reward mechanisms.

Conventional Behavioral Rehabilitation: Participants will receive conventional rehabilitation training delivered by a trained special education teacher using evidence-based behavioral approaches commonly used in autism interventions. The program will target social communication skills including eye contact, joint attention, and gesture use. Sessions will be conducted twice weekly for 12 weeks and will follow structured behavioral teaching strategies typically used in special education programs for children with autism spectrum disorder.

Study summary

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by impairments in social communication and interaction, as well as restricted and repetitive behaviors. Behavioral and educational interventions are considered the most effective approaches to improve functional outcomes in children with ASD. However, access to these interventions may be disrupted in extraordinary situations such as natural disasters or limited access to specialized rehabilitation services.

The aim of this study is to develop and evaluate a virtual reality (VR)-based intervention program using a self-modeling approach to improve core social communication skills in children with ASD. The program will focus on core social communication behaviors including eye contact, initiating joint attention, responding to joint attention, and gesture use.

The study will include 75 children aged 6-11 years diagnosed with ASD without intellectual disability. Participants will be randomly assigned to three groups. The intervention group will receive a 12-week VR-based training program designed according to evidence-based behavioral principles and self-modeling scenarios. In the VR environment, children will observe themselves performing target behaviors and subsequently practice these behaviors within the same environment, with virtual reinforcement provided for successful performance.

One control group will receive conventional rehabilitation training delivered by a special education teacher for the same duration, while another control group will not receive any additional intervention.

Participants will be evaluated using standardized clinical assessment scales, behavioral observation methods, and eye-tracking measurements to assess changes in social communication skills and visual attention patterns.

Eligibility

Primary outcome measure(s)

• Change in parent-reported social communication score measured by the Social Communication Questionnaire — Baseline to Week 12
  Change in parent-reported social communication skills assessed using the Social Communication Questionnaire (SCQ). The unit of measure will be the total SCQ score. The total score ranges from 0 to 39, with higher scores indicating greater impairment in social communication and therefore a worse outcome.
• Change in autism symptom severity measured by the Autism Diagnostic Observation Schedule, Second Edition calibrated severity score — Baseline to Week 12
  Change in autism symptom severity assessed using the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) calibrated severity score. The unit of measure will be the calibrated severity score, which ranges from 1 to 10, with higher scores indicating greater autism symptom severity and therefore a worse outcome.
• Change in joint attention performance score measured by the Attention-Following and Initiating Joint Attention Protocol — Baseline to Week 12
  Change in joint attention performance assessed using the Attention-Following and Initiating Joint Attention Protocol. The unit of measure will be the total performance score. Higher scores indicate better joint attention performance and therefore a better outcome.

Trial sites (2)

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