A virtual reality method for those with autism spectrum disorder

Abstract

The invention relates to a virtual reality method based on the self-modeling method for children with autism spectrum disorder (ASD).

Description

[0001] DESCRIPTION

[0002] A VIRTUAL REALITY METHOD FOR PEOPLE WITH AUTISM SPECTRUM DISORDER

[0003] Field of the Invention

[0004] The invention relates to a virtual reality intervention method.

[0005] The invention relates specifically to a virtual reality intervention method based on the self-modeling method for children with autism spectrum disorder (ASD).

[0006] State of the Art

[0007] Autism spectrum disorder (ASD) is a neurodevelopmental disorder frequently seen in children, characterized by difficulties in social interaction and communication, limited interests, and repetitive behaviors. While ASD was considered a rare condition in the past, its frequency is increasing today.

[0008] The Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR) classifies ASD symptoms into 2 categories:

[0009] • Inadequacy in social communication and social interaction

[0010] • Restricted, repetitive behaviors, interests, or activities (American Psychiatric Association, 2013).

[0011] The basic characteristics of ASD includes inability to share interests and feelings, inability to initiate or engage in social interaction, preference for solitude, lack of eye contact, inability to initiate and sustain joint attention, inability to look at one's name, inadequacy in verbal and nonverbal communication, limitation in social smile, sensory sensitivity, inadequate use of gestures and facial expressions, inability to develop appropriate friendships with peers, disinterest in the environment, and social interaction and communication limitations. These symptoms begin in early childhood and significantly impair the child's functionality. The fact that the etiology of ASD has not been fully elucidated and remains uncertain prevents the development of a definitive treatment method. Individuals diagnosed with ASD may encounter difficulties in many areas. Therefore, when creating an intervention plan, the child's current condition should be considered in detail. Although there is no single and definitive treatment for ASD, current data show the existence of some effective methods that increase the functionality of individuals with ASD. Appropriate and longterm rehabilitation approaches (individual special education programs), support provided to families and quality community services can play an important role in reducing clinical symptoms and increasing the quality of life of individuals with ASD. Behavioral approaches come to the fore in the treatment of ASD. Examples of these approaches include Applied Behavior Analysis-based practices (ABA) and the Early Start Denver Model. Other important operant procedures used to create new responses in children with ASD include guidance and modeling. In disasters such as earthquakes and floods, special education and rehabilitation practices for children with ASD are severely restricted, due to the need for expert personnel trained in the relevant field for these education-oriented treatments. In disasters, individuals mostly try to maintain their lives in temporary shelters such as tents and containers, instead of their own living spaces. This applies to both children with ASD who need special education and educators. In this case, a problem of access to expert educators emerges and the lack of an environment where education can be given increases this problem. Thusly, 4 provinces were seriously affected in the 2023 Kahramanmara§ earthquakes and autistic children living in this region were deprived of the education they needed for months due to reasons such as damage / destruction of special education school buildings, relocation of relevant teachers to different provinces, and inability to access centers where education could be received. In fact, some families had to migrate to different regions for the continuation of the education of their autistic children. While children with ASD are not able to receive adequate education due to reasons such as financial difficulties, inadequacy or inaccessibility of educational opportunities, even in non-disaster periods, disasters such as earthquakes have made the treatment process of these children even more difficult. Disasters such as war, earthquake, flood, and pandemics can prevent children with special needs such as ASD from accessing a team of multi-disciplinary professionals and the necessary intervention programs, and the prognosis of ASD can be negatively affected due to these disruptions. These conditions emphasize the need for easily accessible new treatment methods and applications for children with special needs such as ASD. Using a virtual reality (VR) technology that allows children with ASD to receive treatment without interruption in terms of access to the necessary services can be a solution to the current problem.

[0012] The use of VR in individuals with ASD has been shown to be quite valuable in terms of acceptability and practicality. However, many studies emphasize that VR applications used in ASD are inadequate in terms of content and the method they are based on. Because, for effectiveness and permanent effects in treatment, it is important to correctly transfer the currently used rehabilitation applications to the virtual environment, when developing this technologically based software. For this reason, the current VR scenarios (software) used in ASD have not yet been fully accepted. In order to obtain generalized results and reduce possible prejudices, the need for VR application software that is appropriate for the characteristics and needs of children with ASD and that is based on solid theoretical foundations and evidence-based approaches is emphasized.

[0013] As a result of the research conducted on the subject, we found an application with the registration number CN115331783A. This application mentions an educational method that collects and stores information of children receiving autism treatment, processes the obtained information, and aims to intelligently evaluate disease status information and provide different VR games or videos depending on the disease status. The modeling mentioned in this method is about the modeling of the mentioned VR games and videos by artificial intelligence. This document does not include information about a treatment method in which the children model themselves. Another application we encountered is the application with the registration number KR20240031439A. This application mentions devices and methods that use virtual reality for the treatment of various behavioral and developmental disorders and the treatment of autism spectrum disorder. The modeling mentioned in this document is about the statistical modeling of diagnostic data. Again, this document does not include information about a treatment method in which children model themselves.

[0014] As a result, due to the negative aspects described above and the inadequacy of existing solutions on the subject, it has become necessary to make technical development in this field.

[0015] Aim of the Invention

[0016] The invention is inspired by current conditions and aims to solve the above- mentioned negativities.

[0017] The main purpose of the invention is to present a virtual reality (VR) based application for intervention in ASD.

[0018] Another purpose of the invention is to increase the attention of ASD children in VR-based trainings thanks to the self-modeling method and to make the training more efficient.

[0019] The original values of the invention are as follows.

[0020] • Innovative design of the VR application program based on the self-modeling principle for ASD children

[0021] • Potential to create a broader effect by targeting basic social skills such as eye contact, initiating joint attention and responding to joint attention, and using gestures

[0022] • Development based on evidence-based applications (use of hints and reinforcement strategies), • Ensuring the integration of these applications with technology-based applications by comparing them with evidence-based applications.

[0023] Studies have emphasized that ASD children are more predisposed to visual learning and that better responses are obtained in a predictable environment. Considering the interest of this age group in technology, it is predicted that using VR-based technologies as part of the treatment may increase children's motivation and compliance and therefore their participation in the therapeutic program, and effectiveness of the treatment. Scenarios created to change the clinical symptoms and attitudes that children with ASD show in real life into behaviors that are compatible with their environment and social life can be classified and changed according to their difficulty levels. With this method, children with ASD can be more prepared for all kinds of situations they may encounter in real life. An increasing number of studies emphasize that VR- based education can improve the results of special education practices for individuals with autism and can be an economically effective method for meeting educational needs.

[0024] The invention is a virtual reality intervention method based on the self-modeling method for children with ASD and to fulfill the above-mentioned purposes, it includes the following steps:

[0025] • informing the child about the target behavior with a virtual trainer via VR glasses by the application,

[0026] • showing the virtual scenario in which the child is the model via VR glasses,

[0027] • starting the application so that the child can act out the same virtual scenario that is shown via VR glasses,

[0028] • showing the reward earned via VR glasses if the child gives the answers to the instructions expected in the scenario,

[0029] • giving the verbal cue, if the child does not give the expected answer in the scenario, • showing the virtual reward earned via VR glasses if the child gives the expected answer after the verbal cue,

[0030] • giving the visual cue via VR glasses if the child still does not give the expected answer after the verbal cue,

[0031] • showing the virtual reward earned via VR glasses if the child gives the expected answer after the visual cue,

[0032] • If the child does not give the expected answer after the visual clue, giving verbal and visual clues three times each through the VR glasses until the expected answer is given,

[0033] • If the child does not show the expected answer after the given clues, ending the current scenario through the VR glasses and starting the next scenario.

[0034] The structural and characteristic features of the invention and all its advantages will be understood more clearly thanks to the figures given below and the detailed explanation written by making references to these figures. Therefore, the evaluation should be made by taking these figures and detailed explanation into consideration.

[0035] Detailed Description of the Invention

[0036] In this detailed description, preferred configurations of a virtual reality method for those with autism spectrum disorders, which is the subject of the invention, are explained only for the purpose of better understanding the subject.

[0037] The invention is a virtual reality intervention method based on the self-modeling method for children with autism spectrum disorder and includes the following steps:

[0038] • Informing the child about the target behavior with a virtual trainer through the VR glasses by the application, • Showing the virtual scenario in which the child is the model through the VR glasses,

[0039] • Starting the application so that children can act out the same virtual scenario that is shown through the VR glasses,

[0040] • Showing the virtual reward earned through the VR glasses if the child gives the expected answer to the instructions in the scenario,

[0041] • Giving verbal clues if the child does not give the expected answer to the instructions in the scenario,

[0042] •Showing the virtual reward earned through the VR glasses if the child gives the expected answer after the verbal clue,

[0043] • Giving the visual clue through the VR glasses if the child does not give the expected answer after the verbal clue,

[0044] • Showing the virtual reward earned through the VR glasses if the child gives the expected answer after the visual clue,

[0045] • Giving verbal and visual clues three times until the expected answer is given,

[0046] • If the child does not give the expected answer after the given clues, ending the current scenario through the VR glasses and starting the next scenario.

[0047] In the method that is the subject of the invention, educational software is presented to the children through each child's own photo in modeling and the child first watches the scenario that he / she is the model.

[0048] In the method that is the subject of the invention, self-modeling is necessary for the effectiveness and permanent effect of the educational program to be created. In the education of autistic children, reinforcers are of great importance for them to learn to enact the desired behavior. In addition, while the child is doing the application that he / she needs to do, clues that he / she is the model for will be used. The stages of a sample virtual scenario are as follows:

[0049] Stage 1 : In this stage, the target student is informed about the target behavior by a virtual trainer. Hello, today we will learn some gestures with you. Did you know that we can give these answers by shaking our heads while answering some questions as yes or no? For example, if we shake our heads up and down for something we want, this means "yes". When we don't want it, shaking our heads to the right left means "no". Afterwards, the virtual instructor offers a prompt to provide attention by saying, "Come, let's watch Ay§e together" (Ayse is herself here. Each child's own name will be used here).

[0050] Stage 2: The target student watches the virtual scenario in which she is the model.

[0051] The scenario is presented to the child as follows:

[0052] While Ay§e is watching TV, her mother (an avatar is chosen by the child at the beginning of the program for her mother) comes and calls out, saying, "Ay§e!" Ay§e turns her head and answers by saying, "Ma’am?" and wins a star. Her mother asks, "What would you like to drink while watching TV? Celery juice or milk?" Ay§e smiles but does not answer. Her mother asks again. “Would you like to drink celery juice? “Ay§e shakes her head towards sides to indicate “no” and wins a star. Her mother asks, "Well, would you like to drink milk?" asks Ay§e shakes her head up and down to indicate “yes” and wins a star. The monitoring phase of the scenario ends here. The aim of this phase is for the child with ASD to observe that he / she can do the desired behavior. (Ay§e is herself here. Each child's own image and name will be used here)

[0053] Stage 3: The virtual instructor who made the presentation comes back. The instructor says “Ay§e, now it's your turn. I want you to do the same thing you watched. “And the application starts. The target student Ay§e watches TV. Ay§e's mother comes and calls out, “Ay§e!” The target student Ay§e is expected to turn her head and respond by saying, “Ma’am”. If she responds, she wins two stars. If she does not respond, the external voice gives a verbal cue by saying, “Say ma’am and turn your head. “If she turns her head, she wins a star. If she does not turn again, the visual cue that she herself performed the skill is shown to her; at the same time the external voice says, “Do like Ay§e”. If Ay§e performs the target behavior, she earns a star. The visual and auditory cue is given 3 times until the target behavior is performed. The mother asks, “What would you like to drink while watching TV? Celery juice or milk?” The mother asks again “Do you drink celery juice?” The target child is expected to shake her head to indicate no. If she shakes her head to indicate “No”, she earns two stars. If she does not perform the behavior, the external voice says, “say No by shaking your head”, if shakes her head to indicate “No” she earns a star. If she does not shake again, the visual cue that she performed the behavior is shown to the target student (the visual cue is imitating the movement, the visual cue is Ay§e herself), at the same time the external voice says, “Do like Ay§e”. If Ay§e performs the target behavior, she wins a star. Visual and auditory cues are given 3 times until the target behavior is exhibited. Then her mother asks, “Do you drink milk?”. The target student expected to nod her head to indicate “Yes”. If she nods her head in “yes,” she wins two stars. If she does not perform the behavior, the external voice says, “Nod your head in yes.” If she nor her head in “yes,” she wins one star. If the target student still does not nod, she is shown the visual cue that exhibits the behavior (the visual cue is imitating the movement, visual cue is Ay§e herself), and at the same time, the external voice says, “Do like Ay§e.” If Ay§e performs the target behavior, she wins one star. Visual and auditory cues are given 3 times until the target behavior is exhibited. For the children who cannot complete this part of the scenario, today’s practice is finished here, and the next scenario is moved on. This scenario is continued from where it left off on the next training day. If the target student exhibits all the desired behaviors, the virtual instructor appears and says, “Well done, you did a great job. Now you can spend your stars.” If the desired behaviors are not completed, the virtual instructor appears and says, “Sorry, you have to try again!”

Claims

CLAIMS1-This is a virtual reality intervention method based on the self-modeling method for children with autism spectrum disorder, and its features are as follows;• It provides information to the child about the target behavior with a virtual trainer via VR glasses by the application,• it shows the virtual scenario in which the child is the model via VR glasses,• it starts the application so that the child can act out the same virtual scenario that is shown via VR glasses,• it shows the virtual reward earned via VR glasses if the child gives the expected answer to the instructions in the scenario,• it gives the verbal hint if the child does not give the expected answer to the instructions in the scenario,• it shows the virtual reward earned via VR glasses if the child gives the expected answer after the verbal hint• it gives the visual hint via VR glasses if the child does not give the expected answer after the verbal hint,• it shows the virtual reward earned via VR glasses if the child gives the expected answer after the visual hint,2- The method is in accordance with claim 1 , and its features are as follows:• If the child does not give the expected answer after the visual clue, verbal and visual clues are given three times until the expected answer is displayed through the VR glasses,• If the child does not exhibit the expected answer after the given clues, the current scenario is terminated through the VR glasses and the next scenario is started.