Padgett Lynne S, Strickland Dorothy, Coles Claire D
Marcus Institute, A Division of Kennedy-Krieger of Emory University, 1920 Briarcliff Road, Atlanta, Georgia 30329, USA.
J Pediatr Psychol. 2006 Jan-Feb;31(1):65-70. doi: 10.1093/jpepsy/jsj030. Epub 2005 Apr 13.
To assess the effectiveness of a computer-based virtual reality (VR) game in teaching five children diagnosed with fetal alcohol syndrome (FAS) fire safety skills and to generalize these skills to a real world simulation.
Children participated in a study by using a multiple baseline, multiple probe design. Before the game, no child could correctly describe what actions to take during a home fire. A computerized game allowed them to learn the recommended safety steps in a virtual world. Skill learning and real-world generalization were tested immediately after the intervention and at 1-week post-test.
All children reached 100% accuracy on the computer intervention, defined as successfully completing each of the safety steps. At the 1-week follow-up, all the children were able to perform the steps correctly in a real world simulation.
The results suggest that this method of intervention warrants further study as an educational delivery system for children with FAS.
评估一款基于计算机的虚拟现实（VR）游戏在教授五名被诊断为胎儿酒精谱系障碍（FAS）的儿童消防安全技能方面的有效性，并将这些技能推广到现实世界模拟中。
儿童通过使用多基线、多探针设计参与一项研究。在游戏前，没有儿童能够正确描述在家中发生火灾时应采取的行动。一款电脑游戏让他们在虚拟世界中学习推荐的安全步骤。在干预后立即以及测试后1周对技能学习和现实世界推广情况进行测试。
所有儿童在计算机干预中都达到了100%的准确率，即成功完成每一项安全步骤。在1周的随访中，所有儿童都能够在现实世界模拟中正确执行这些步骤。
结果表明，作为一种针对胎儿酒精谱系障碍儿童的教育传递系统，这种干预方法值得进一步研究。
