Validation of key components in designing a social skills training content using virtual reality for high functioning autism youth-A Fuzzy Delphi method.

Autor: Ahmad Basri MAF; Department of Psychiatry, Faculty of Medicine, Hospital Canselor Tuanku Muhriz, Universiti Kebangsaan Malaysia, Wilayah Persekutuan Kuala Lumpur, Malaysia., Wan Ismail WS; Department of Psychiatry, Faculty of Medicine, Hospital Canselor Tuanku Muhriz, Universiti Kebangsaan Malaysia, Wilayah Persekutuan Kuala Lumpur, Malaysia., Kamal Nor N; Department of Paediatrics, Faculty of Medicine, Hospital Canselor Tuanku Muhriz, Universiti Kebangsaan Malaysia, Wilayah Persekutuan Kuala Lumpur, Malaysia., Mohd Tohit N; Department of Family Medicine, Faculty of Medicine, Hospital Canselor Tuanku Muhriz, Universiti Kebangsaan Malaysia, Wilayah Persekutuan Kuala Lumpur, Malaysia., Ahmad MN; Institute of IR4.0, Akademia Siber Teknopolis, Universiti Kebangsaan Malaysia, Selangor, Malaysia., Mohamad Aun NS; Centre for Research in Psychology and Human Well-Being, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Selangor, Malaysia., Mohd Daud TI; Department of Psychiatry, Faculty of Medicine, Hospital Canselor Tuanku Muhriz, Universiti Kebangsaan Malaysia, Wilayah Persekutuan Kuala Lumpur, Malaysia.
Jazyk: angličtina
Zdroj: PloS one [PLoS One] 2024 Apr 04; Vol. 19 (4), pp. e0301517. Date of Electronic Publication: 2024 Apr 04 (Print Publication: 2024).
DOI: 10.1371/journal.pone.0301517
Abstrakt: The use of virtual reality in social skills training for high functioning autism spectrum disorder (HFASD) youth has been found to be engaging and enjoyable. Despite the promising results, previous literature indicates that there has been no consensus on the social skills target in the training content. There is also limited research on how evidence-based strategies like cognitive and behaviour techniques are instantiated into the VR environment to teach social skills. The aim of this study is to determine the key components to design a social skills training content using virtual reality for youths with HFASD. The Fuzzy Delphi method (FDM) was used to obtain expert consensus on social skills difficulties and cognitive behavioral techniques included in the content in three phases. In phase 1, a questionnaire was developed from in-depth interviews and scientific literature review. The in-depth interviews were conducted with 13 HFASD youth, 7 parents and 6 experts. In phase 2, 3 experts rated the relevance of the items in the questionnaire using an item-level content validity index (I-CVI) assessment. In phase 3, the questionnaire was distributed to 10 experts to rate their level of agreement on each component using a 7-point Likert scale. Components that received a value above 75%, threshold value (d) ≤ 0.2, fuzzy score (A) ≥ α - cut value = 0.5 and higher rank based on defuzzification score were prioritized to be included in the content. Items that received higher expert consensus on social skills difficulties included assessing non-verbal responses, initiating, maintaining, and leaving conversations, emotional difficulties and difficulties in perspective taking. Cognitive and behavioral techniques that received higher expert consensus were psychoeducation, modelling, relaxation techniques, reinforcements, and perspective-taking questions. These key components can be used as a framework for the development of virtual learning content for social skills training in future studies.
Competing Interests: The authors have declared that no competing interests exist.
(Copyright: © 2024 Ahmad Basri et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)
Databáze: MEDLINE
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