Addressing Cognitive Bias in Adolescents with Neurodevelopmental Disorders Using 3-D Animated Serious Games.

IF 1.4 Q3 PEDIATRICS
Suzanne Stewart, Stephen John Houghton, Leslie Macqueen
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引用次数: 0

Abstract

Objective: This study sought to evaluate the effectiveness of a serious game, that embeds cognitive bias modification for interpretation (CBM-I), in altering the negative interpretive bias of early aged adolescents diagnosed with Attention-Deficit/Hyperactivity Disorder, Autism Spectrum Disorder, and Specific Learning Disorders. The difficulties that adolescents with neurodevelopmental disorders (NDDs) experience navigating the social nuances of everyday environments make them prone to the cognitive biases that lead to the development of negative thought patterns. Directly tackling the biased interpretive processes that give rise to negative thinking may be effective in reducing negative bias and mental health problems.

Method: Minds Online, a 10-episode 3-D animated serious game that embeds CBM-I was introduced using a three-phase multiple baseline design in a school setting. Eight adolescents diagnosed with an NDD completed the 10 episodes.

Results: Real-time data revealed that seven of the eight adolescents altered their negative interpretive bias to a benign bias. However, pre- and post-test standardized measures revealed non-significant changes in the desired direction for mental health. Visual analyses of 308 daily self-reported ratings about worry about schoolwork, worry about peer relationships, and feelings of loneliness did not demonstrate a replicated intervention effect. However, when these interrupted time series data were analyzed statistically, significant individual improvements were evident. Engagement with Minds Online was excellent, as was adherence to daily data collection.

Conclusions: Minds Online seems to be highly effective in altering the negative interpretive biases of adolescents with NDDs, which is promising because such cognitive biases are involved in the onset and maintenance of psychopathology.

利用三维动画严肃游戏解决青少年神经发育障碍的认知偏见。
目的:本研究旨在评估一个严肃游戏的有效性,该游戏嵌入了对解释的认知偏见修正(CBM-I),以改变被诊断为注意力缺陷/多动障碍、自闭症谱系障碍和特定学习障碍的早期青少年的负面解释偏见。患有神经发育障碍(ndd)的青少年在日常环境的细微差别中遇到的困难使他们容易产生认知偏见,从而导致消极思维模式的发展。直接处理导致消极思维的有偏见的解释过程可能有效地减少消极偏见和心理健康问题。方法:《Minds Online》是一款嵌入CBM-I的10集3d严肃动画游戏,在学校环境中采用了三阶段多基线设计。8名被诊断为NDD的青少年完成了10次治疗。结果:实时数据显示,8名青少年中有7名将他们的负面解释偏见转变为良性偏见。然而,测试前和测试后的标准化测量显示,心理健康的期望方向没有显著变化。对308名每天自我报告的关于学业焦虑、同伴关系焦虑和孤独感的评分进行视觉分析,并没有显示出重复的干预效果。然而,当对这些中断的时间序列数据进行统计分析时,显著的个体改善是显而易见的。与Minds Online的接触非常好,每天都坚持收集数据。结论:Minds Online似乎在改变ndd青少年的负面解释偏见方面非常有效,这是有希望的,因为这种认知偏见与精神病理的发生和维持有关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Pediatric Reports
Pediatric Reports PEDIATRICS-
CiteScore
2.10
自引率
0.00%
发文量
55
审稿时长
11 weeks
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