Virtual, augmented, and mixed reality training for improving social skills in individuals with Autism Spectrum Disorder: A systematic review.

Background: In occupational therapy, various accessible and effective interventions have been used to improve social skills and participation of individuals with Autism Spectrum Disorder (ASD). The objective of this systematic review was to examine whether virtual, augmented, and mixed reality (VAMR) training affect the development of social skills in individuals with ASD. Methods: A literature search was conducted across MEDLINE, EMBASE, ERIC, and Web of Science databases. Full articles were reviewed and meticulously screened. Data were extracted from the studies, statistical heterogeneity was evaluated, and effect size was calculated. Results: Using these criteria, 2,929 articles were identified and seven studies were selected. In total, seven studies with 417 individuals with ASD were included. All studies were judged to have an unclear risk of bias concerning the randomization process as they failed to report sufficient information about the selection of the reported results. When analyzed by developmental period, interventions applied to individuals with ASD for social skills were most common from middle childhood to early adolescence. Conclusion: Current evidence is insufficient to support effectiveness, and further research is needed to better understand the scope of VAMR training that can provide social skills to individuals with ASD. Nevertheless, this review is significant in that it concluded an intervention combining cognitive behavioral training and VAMR training is useful for individuals in the developmental age group from mid-childhood to early adolescence for their social skills development.