Virtual reality training to enhance behavior and cognitive function among children with attention-deficit/hyperactivity disorder: brief report

<i>Purpose</i>: To examine the feasibility and efficacy of a combined motor-cognitive training using virtual reality to enhance behavior, cognitive function and dual-tasking in children with Attention-Deficit/Hyperactivity Disorder (ADHD). <i>Methods</i>: Fourteen non-medicated school-aged children with ADHD, received 18 training sessions during 6 weeks. Training included walking on a treadmill while negotiating virtual obstacles. Behavioral symptoms, cognition and gait were tested before and after the training and at 6-weeks follow-up. <i>Results</i>: Based on parental report, there was a significant improvement in children’s social problems and psychosomatic behavior after the training. Executive function and memory were improved post-training while attention was unchanged. Gait regularity significantly increased during dual-task walking. Long-term training effects were maintained in memory and executive function. <i>Conclusion</i>: Treadmill-training augmented with virtual-reality is feasible and may be an effective treatment to enhance behavior, cognitive function and dual-tasking in children with ADHD.

<i>研究目的</i>：探讨采用虚拟现实（Virtual Reality）技术构建的运动-认知联合训练，用于改善注意缺陷多动障碍（Attention-Deficit/Hyperactivity Disorder, ADHD）儿童的行为表现、认知功能与双任务（dual-tasking）能力的可行性与有效性。
<i>研究方法</i>：本研究纳入14名未接受药物治疗的学龄期ADHD儿童，在6周周期内完成共计18次训练课程。训练内容为受试者在跑步机上行走的同时，避让虚拟现实环境中的障碍物。分别于训练前、训练后及6周随访节点，对受试者的行为症状、认知水平与步态特征开展评估。
<i>研究结果</i>：依据家长报告，训练后患儿的社交问题与心身行为症状均得到显著改善；执行功能与记忆力在训练后显著提升，但注意力水平未出现明显变化；双任务行走状态下的步态规律性显著升高。记忆与执行功能的训练效果可在随访期内长期维持。
<i>研究结论</i>：搭载虚拟现实技术的跑步机训练具备临床可行性，或可作为改善ADHD儿童行为表现、认知功能与双任务能力的有效干预手段。