Department of Occupational Therapy, Tel Aviv University, Tel Aviv, Israel.
Disabil Rehabil. 2011;33(17-18):1579-86. doi: 10.3109/09638288.2010.540291. Epub 2010 Dec 22.
To assess the use of a video-capture projected VR system for children with acquired brain injury (ABI), and to compare their performance to that of matched healthy controls.
Thirty-three children (age range: 6-11.4 years) were divided into two groups: 17 children with ABI and 16 controls matched for age, gender and maternal education.
Participants experienced three video-captured virtual environments and completed the SFQ child at the end of each specific environment. Participants with ABI experienced three virtual reality (VR) sessions over a period of 10 days. Attention was evaluated using the TEA-Ch. Upper extremity motor abilities were evaluated with the Melbourne Assessment, and self-care abilities were evaluated with the PEDI.
The video-capture projected system differentiated between the performance of children with ABI and control participants. There was a correlation between VR performance and some attention factors and self-care abilities. No significant correlations were found between performance in the Melbourne assessment and performance within VR.
The results highlight the potential of the video-capture virtual reality as a tool in the rehabilitation process of children with ABI.
评估使用视频捕捉投影虚拟现实系统对获得性脑损伤（ABI）儿童的效果，并将其表现与匹配的健康对照组进行比较。
33 名儿童（年龄范围：6-11.4 岁）分为两组：17 名 ABI 儿童和 16 名匹配年龄、性别和母亲教育的对照组。
参与者体验了三个视频捕捉的虚拟环境，并在每个特定环境结束时完成了 SFQ 儿童量表。ABI 参与者在 10 天内进行了三次虚拟现实（VR）治疗。使用 TEA-Ch 评估注意力，使用墨尔本评估评估上肢运动能力，使用 PEDI 评估自我护理能力。
视频捕捉投影系统区分了 ABI 儿童和对照组参与者的表现。VR 表现与一些注意力因素和自我护理能力存在相关性。在墨尔本评估中的表现与 VR 中的表现之间没有发现显著相关性。
结果强调了视频捕捉虚拟现实作为 ABI 儿童康复过程中工具的潜力。
