虚拟现实社交训练联合父母行为干预对自闭症儿童社交能力和焦虑的影响

doi:10.3969/j.issn.1004-583X.2026.01.008

摘要/Abstract

摘要：

目的研究虚拟现实(virtual reality,VR)社交训练联合父母行为干预对自闭症儿童社交能力和焦虑的影响。方法选取2024年5月-2025年5月于商丘市第一人民医院确诊并收治的100例自闭症儿童,随机分为观察组和对照组,每组50例。对照组采用父母行为干预,观察组采用VR社交训练联合父母行为干预。比较两组格里菲斯发育评估量表(Griffiths development scales,GDS) 评分、自闭症干预评估量表(autism treatment evaluation checklist,ATEC)评分、生活质量评分、儿童焦虑障碍自评量表(screen for child anxiety related emotional disorders,SCARED)、心理教育量表(psychoeducational profile-third edition,PEP-3)、儿童自闭症评定量表(childhood autism rating scale,CARS)评分。结果与本组干预前相比,两组干预后个人-社会、视觉表现、手眼协调、听力语言、粗大运动、实际推理、认知功能、情感职能、机体健康、PEP-3评分显著升高(P<0.05),社会交往、语言沟通、感觉认知、健康行为、SCARED、CARS评分显著降低(P<0.05)。与对照组相比,观察组干预后个人-社会、视觉表现、手眼协调、听力语言、粗大运动、实际推理评分、认知功能、情感职能、机体健康、PEP-3评分显著升高,社会交往、语言沟通、感觉认知、健康行为、SCARED、CARS评分显著降低(P<0.05)。结论 VR社交训练联合父母行为干预可更好地促进自闭症儿童社交能力发展、减轻焦虑相关表现。

关键词: 自闭症, 虚拟社交训练, 父母行为干预

Abstract:

Objective To investigate the impact of virtual reality (VR)-based social skills training combined with parental behavioral interventions on social skills and anxiety in children with autism. Methods A total of 100 children with autism diagnosed and admitted to the First People's Hospital of Shangqiu from May 2024 to May 2025 were selected as research subjects. They were randomly divided into the observation group and control group, with 50 cases in each group. Children in the control group received parental behavioral interventions alone, while those in the observation group received VR-based social skills training combined with parental behavioral interventions. The scores of Griffiths development scales (GDS), autism treatment evaluation checklist (ATEC), quality of life scale, Screen for Child Anxiety Related Emotional Disorders (SCARED), Psychoeducational Profile-Third Edition (PEP-3), and Childhood Autism Rating Scale (CARS) were compared between the two groups. Results Compared with values before interventions, post-intervention scores of personal-social, visual performance, hand-eye coordination, hearing and language, gross motor skills, practical reasoning, cognitive function, emotional function, physical health, and PEP-3 in both groups were significantly elevated (P<0.05), while the scores of social interaction, language communication, sensory cognition, health behavior, SCARED, and CARS were significantly reduced (P<0.05). Compared with the control group, children in the observation group had significantly higher scores of personal-social, visual performance, hand-eye coordination, hearing and language, gross motor skills, practical reasoning, cognitive function, emotional function, physical health, and PEP-3 (P<0.05), as well as significantly lower scores of social interaction, language communication, sensory cognition, health behavior, SCARED, and CARS after intervention (P<0.05). Conclusion VR-based social skills training combined with parental behavioral interventions can better promote the development of social skills and alleviate anxiety-related manifestations in children with autism.

Key words: autism, virtual reality-based social skills training, parental behavioral intervention

中图分类号:

R749.94

马小洁, 陆梦, 刘潇雅. 虚拟现实社交训练联合父母行为干预对自闭症儿童社交能力和焦虑的影响[J]. 临床荟萃, 2026, 41(1): 51-56.

Ma Xiaojie, Lu Meng, Liu Xiaoya. Impact of virtual reality-based social skills training combined with parental behavioral interventions on social skills and anxiety in children with autism[J]. Clinical Focus, 2026, 41(1): 51-56.

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链接本文: https://www.lchc.cn/CN/10.3969/j.issn.1004-583X.2026.01.008

https://www.lchc.cn/CN/Y2026/V41/I1/51

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参考文献 25

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组别	例数	男/女 (例)	年龄 (岁)	严重程度 (例,重度/中度/轻度)
观察组	50	26/24	9.57±1.43	23/16/11
对照组	50	29/21	9.21±1.59	21/15/14
t/χ²值		0.364	1.190	0.483
P值		0.546	0.237	0.785

组别	例数	男/女 (例)	年龄 (岁)	严重程度 (例,重度/中度/轻度)
观察组	50	26/24	9.57±1.43	23/16/11
对照组	50	29/21	9.21±1.59	21/15/14
t/χ²值		0.364	1.190	0.483
P值		0.546	0.237	0.785

组别	例数		个人-社会				视觉表现				手眼协调
组别	例数		干预前		干预后		干预前		干预后		干预前	干预后
观察组	50		38.36±4.35		50.51±5.38^*		37.14±5.12		52.49±6.41^*		36.37±5.83	50.86±6.33^*
对照组	50		38.75±4.27		47.43±5.21^*		37.73±5.59		48.34±5.57^*		35.98±5.71	46.23±5.54^*
t值			0.452		2.908		0.550		3.456		0.338	3.892
P值			0.652		0.004		0.583		0.001		0.736	<0.01
组别		听力语言				粗大运动				实际推理
组别		干预前		干预后		干预前		干预后		干预前		干预后
观察组		35.08±5.56		50.34±5.12^*		35.34±3.91		52.05±6.37^*		35.49±4.95		50.06±5.83^*
对照组		35.97±5.13		46.04±5.28^*		35.53±3.76		48.67±4.59^*		35.83±5.12		46.71±4.95^*
t值		0.832		4.246		0.248		3.044		0.338		3.097
P值		0.407		<0.01		0.805		0.003		0.736		0.003

组别	例数		个人-社会				视觉表现				手眼协调
组别	例数		干预前		干预后		干预前		干预后		干预前	干预后
观察组	50		38.36±4.35		50.51±5.38^*		37.14±5.12		52.49±6.41^*		36.37±5.83	50.86±6.33^*
对照组	50		38.75±4.27		47.43±5.21^*		37.73±5.59		48.34±5.57^*		35.98±5.71	46.23±5.54^*
t值			0.452		2.908		0.550		3.456		0.338	3.892
P值			0.652		0.004		0.583		0.001		0.736	<0.01
组别		听力语言				粗大运动				实际推理
组别		干预前		干预后		干预前		干预后		干预前		干预后
观察组		35.08±5.56		50.34±5.12^*		35.34±3.91		52.05±6.37^*		35.49±4.95		50.06±5.83^*
对照组		35.97±5.13		46.04±5.28^*		35.53±3.76		48.67±4.59^*		35.83±5.12		46.71±4.95^*
t值		0.832		4.246		0.248		3.044		0.338		3.097
P值		0.407		<0.01		0.805		0.003		0.736		0.003

组别	例数	社会交往		语言沟通		感觉认知		健康行为
组别	例数	干预前	干预后	干预前	干预后	干预前	干预后	干预前	干预后
观察组	50	28.54±3.32	17.46±2.30^*	17.78±2.47	10.03±1.17^*	25.62±2.93	19.35±2.73^*	59.21±4.38	46.53±3.20^*
对照组	50	28.73±3.29	22.26±3.31^*	18.03±2.54	13.45±2.23^*	25.49±2.88	22.24±2.67^*	60.07±4.62	52.09±3.27^*
t值		0.287	8.421	0.499	9.603	0.224	5.352	0.955	8.593
P值		0.774	<0.01	0.619	<0.01	0.823	<0.01	0.342	<0.01