The Experts below are selected from a list of 25422 Experts worldwide ranked by ideXlab platform
Albert Rizzo - One of the best experts on this subject based on the ideXlab platform.
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impact of time on task on adhd patient s performances in a Virtual Classroom
European Journal of Paediatric Neurology, 2012Co-Authors: Stephanie Bioulac, Albert Rizzo, Stephanie Lallemand, Pierre Philip, Colette Fabrigoule, Manuel BouvardAbstract:Abstract Background Use of Virtual reality tool is interesting for the evaluation of Attention Deficit/Hyperactivity Disorder (ADHD) patients. The Virtual environment offers the opportunity to administer controlled task like the typical neuropsychological tools, but in an environment much more like standard Classroom. Previous studies showed that a Virtual Classroom was able to distinguish performances of children with and without ADHD, but the evolution of performances over time has not been explored. The aim of this work was to study time on task effects on performances of ADHD children compared to controls in a Virtual Classroom (VC). Methods 36 boys aged from 7 to 10 years completed the Virtual Classroom task. We compared the performance of the children diagnosed with ADHD with those of the control children. We also compared attentional performances recorded in the Virtual Classroom with measures of the Continuous Performance Test (CPT II). Results Our results showed that patients differ from control subjects in term of time effect on performances. If controls sustained performances over time in the Virtual reality task, ADHD patients showed a significant performance decrement over time. Performances at the VC correlated with CPT II measures. Conclusion ADHD children are vulnerable to a time on task effect on performances which could explain part of their difficulties. Virtual reality is a reliable method to test ADHD children ability to sustain performances over time.
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using a Virtual Classroom environment to describe the attention deficits profile of children with neurofibromatosis type 1
Research in Developmental Disabilities, 2011Co-Authors: Yafit Gilboa, Albert Rizzo, Sara Rosenblum, Aviva Fattalvalevski, Hagit Toledanoalhadef, Naomi JosmanAbstract:Abstract The objectives of this study were to describe the nature of the attention deficits in children with Neurofibromatosis type 1 (NF1) in comparison with typically developing (TD) children, using the Virtual Classroom (VC), and to assess the utility of this instrument for detecting attention deficits. Twenty-nine NF1 children and 25 age-and gender-matched controls, aged 8–16, were assessed in a VC. Parents’ ratings on the Conners’ Parent Rating Scales—Revised: Long (CPRS-R:L) questionnaire were used to screen for Attention Deficit–Hyperactivity Disorder (ADHD). Significant differences were found between the NF1 and the control groups on the number of targets correctly identified (omission errors) and the number of commissions (commission errors) in the VC, with poorer performance by the NF1 children ( p The VC results support the hypothesis that NF1 is marked by inattention and impulsivity and that participants with NF1 are more inattentive (omission errors) and impulsive (commission errors) than normal controls. The VC appears to be a sensitive and ecologically valid assessment tool for use in the diagnosis of attention deficits among children with NF1.
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describing the attention deficit profile of children with neurofibromatosis type 1 using a Virtual Classroom environment
International Conference on Virtual Rehabilitation, 2011Co-Authors: Yafit Gilboa, Albert Rizzo, Sara Rosenblum, Aviva Fattalvalevski, Hagit Toledanoalhadef, Naomi JosmanAbstract:The objective of this study was to describe the nature of the attention deficits in children with NF1 in comparison with typically developed children using the Virtual Classroom (VC). Twenty nine NF1 children and 25 age-and gender-matched controls, aged 8 –16 were assessed in a VC. Parent ratings on the Conners' Parent Rating Scales-Revised; Long (CPRS-R:L) questionnaire was used to monitor for ADHD. Significant differences were found between the NF1 and control groups on the number of targets correctly identified and the number of commission errors in the VC, with NF1 children performing poorer (p< 0.005). Significant correlations were found between total correct hit and the cognitive problems/inattention scale and two indexes of the CPRS-R:L (the DSM-IV Symptom Subscales and on the ADHD Index). The attention profile of NF1 children include deficits in sustained attention and impulsivity. These results suggest that the VC is a sensitive and ecologically valid assessment tool to aid in the diagnosis of attention deficits among children with NF1
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distractibility in attention deficit hyperactivity disorder adhd the Virtual reality Classroom
Child Neuropsychology, 2009Co-Authors: Rebecca Adams, Paul Finn, Elisabeth J Moes, Kathleen A Flannery, Albert RizzoAbstract:Nineteen boys aged 8 to 14 with a diagnosis of ADHD and 16 age-matched controls were compared in a Virtual reality (VR) Classroom version of a continuous performance task (CPT), with a second standard CPT presentation using the same projection display dome system. The Virtual Classroom included simulated "real-world" auditory and visual distracters. Parent ratings of attention, hyperactivity, internalizing problems, and adaptive skills on the Behavior Assessment System for Children (BASC) Monitor for ADHD confirmed that the ADHD children had more problems in these areas than controls. The difference between the ADHD group (who performed worse) and the control group approached significance (p = .05; adjusted p = .02) in the Virtual Classroom presentation, and the classification rate of the Virtual Classroom was better than when the standard CPT was used (87.5% versus 68.8%). Children with ADHD were more affected by distractions in the VR Classroom than those without ADHD. Results are discussed in relation to distractibility in ADHD.
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the Virtual Classroom a Virtual reality environment for the assessment and rehabilitation of attention deficits
Cyberpsychology Behavior and Social Networking, 2000Co-Authors: Albert Rizzo, Todd Bowerly, John Galen Buckwalter, C. Van Der Zaag, L. Humphrey, A. Van Rooyen, Ulrich Neumann, Clint Chua, Chris Kyriakakis, D SisemoreAbstract:The Virtual Environments Laboratory at the University of Southern California (USC) has initiated a research program aimed at developing Virtual reality (VR) technology applications for the study, assessment, and rehabilitation of cognitive/functional processes. This technology is seen to offer many advantages for these aims and an introductory section of this article will discuss the specific rationale for VR applications in the area of clinical neuropsychology. A discussion of attention processes will follow and issues for the development of a head-mounted display (HMD) VR system for the study, assessment, and possible rehabilitation of attention disorders will then be presented. Our efforts to target this cognitive process are supported by the widespread occurrence and relative significance of attention impairments seen in a variety of clinical conditions across the human lifespan. Most notably, attention difficulties are seen in persons with Attention Deficit Hyperactivity Disorders (ADHD), Traumatic B...
Thomas D. Parsons - One of the best experts on this subject based on the ideXlab platform.
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A Comparison of Virtual Reality Classroom Continuous Performance Tests to Traditional Continuous Performance Tests in Delineating ADHD: a Meta-Analysis.
Neuropsychology review, 2019Co-Authors: Thomas D. Parsons, Tyler C. Duffield, Justin AsbeeAbstract:Computerized continuous performance tests (CPTs) are commonly used to characterize attention in attention deficit-hyperactivity disorder (ADHD). Virtual Classroom CPTs, designed to enhance ecological validity, are increasingly being utilized. Lacking is a quantitative meta-analysis of clinical comparisons of attention performance in children with ADHD using Virtual Classroom CPTs. The objective of the present systematic PRISMA review was to address this empirical void and compare three-dimensional (3D) Virtual Classroom CPTs to traditional two-dimensional (2D) CPTs. The peer-reviewed literature on comparisons of Virtual Classroom performance between children with ADHD and typically developing children was explored in six databases (e.g., Medline). Published studies using a Virtual Classroom to compare attentional performance between children with ADHD and typically developing children were included. Given the high heterogeneity with modality comparisons (i.e., computerized CPTs vs. Virtual Classroom CPTs for ADHD), both main comparisons included only population comparisons (i.e., control vs. ADHD) using each CPT modality. Meta-analytic findings were generally consistent with previous meta-analyses of computerized CPTs regarding the commonly used omission, commission, and hit reaction time variables. Results suggest that the Virtual Classroom CPTs reliably differentiate attention performance in persons with ADHD. Ecological validity implications are discussed pertaining to subtle meta-analytic outcome differences compared to computerized 2D CPTs. Further, due to an inability to conduct moderator analyses, it remains unclear if modality differences are due to other factors. Suggestions for future research using the Virtual Classroom CPTs are provided.
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Virtual teacher and Classroom for assessment of neurodevelopmental disorders
Technologies of Inclusive Well-Being, 2014Co-Authors: Thomas D. ParsonsAbstract:Differential diagnosis and treatment of neurodevelopmental disorders that impact the brain’s frontostriatal system require assessments that can differentiate the overlapping symptoms. Previous research has most often relied on paper-and-pencil as well as computerized psychometric tests of executive functions. Although these approaches provide highly systematic control and delivery of performance challenges, they have also been criticized as limited in the area of ecological validity. A possible answer to the problems of ecological validity in assessment of executive functioning in HFA children is to immerse the child in a Virtual Classroom environment where s/he interacts with a Virtual human teacher.
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A Virtual reality scenario for all seasons: The Virtual Classroom
CNS Spectrums, 2006Co-Authors: Albert A Rizzo, Todd Bowerly, Dean Klimchuk, Roman Mitura, John Galen Buckwalter, Thomas D. ParsonsAbstract:Treatment and rehabilitation of the cognitive, psychological, and motor sequelae of central nervous system dysfunction often relies on assessment instruments to inform diagnosis and to track changes in clinical status. Typically, these assessments employ paper-and-pencil psychometrics, hands-on analog/computer tests, and rating of behavior within the context of real-world functional environments. Virtual reality offers the option to produce and distribute identical “standard” simulation environments in which performance can be measured and rehabilitated. Within such digital scenarios, normative data can be accumulated for performance comparisons needed for assessment/diagnosis and for treatment/rehabilitation purposes. In this manner, reusable archetypic Virtual environments constructed for one purpose can also be applied for applications addressing other clinical targets. This article will provide a review of such a retooling approach using a Virtual Classroom simulation that was originally developed as a controlled stimulus environment in which attention processes could be systematically assessed in children with attention-deficit/hyperactivity disorder. This system is now being applied to other clinical targets including the development of tests that address other cognitive functions, eye movement under distraction conditions, social anxiety disorder, and the creation of an earthquake safety training application for children with developmental and learning disabilities.
Harald Vranken - One of the best experts on this subject based on the ideXlab platform.
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experiences with a synchronous Virtual Classroom in distance education
Technical Symposium on Computer Science Education, 2008Co-Authors: Herman Koppelman, Harald VrankenAbstract:Modern technology offers the tools for having synchronous Virtual classes. This paper reports about experiences of such a class in the context of distance education. The paper focuses on the tool as well as on the pedagogy. It outlines the pedagogical approach of the Virtual class, which is an adaptation of good practices of face-to-face classes. The results of an experiment are discussed. Strong and weak aspects of synchronous Virtual classes are identified.
Justin Asbee - One of the best experts on this subject based on the ideXlab platform.
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A Comparison of Virtual Reality Classroom Continuous Performance Tests to Traditional Continuous Performance Tests in Delineating ADHD: a Meta-Analysis.
Neuropsychology review, 2019Co-Authors: Thomas D. Parsons, Tyler C. Duffield, Justin AsbeeAbstract:Computerized continuous performance tests (CPTs) are commonly used to characterize attention in attention deficit-hyperactivity disorder (ADHD). Virtual Classroom CPTs, designed to enhance ecological validity, are increasingly being utilized. Lacking is a quantitative meta-analysis of clinical comparisons of attention performance in children with ADHD using Virtual Classroom CPTs. The objective of the present systematic PRISMA review was to address this empirical void and compare three-dimensional (3D) Virtual Classroom CPTs to traditional two-dimensional (2D) CPTs. The peer-reviewed literature on comparisons of Virtual Classroom performance between children with ADHD and typically developing children was explored in six databases (e.g., Medline). Published studies using a Virtual Classroom to compare attentional performance between children with ADHD and typically developing children were included. Given the high heterogeneity with modality comparisons (i.e., computerized CPTs vs. Virtual Classroom CPTs for ADHD), both main comparisons included only population comparisons (i.e., control vs. ADHD) using each CPT modality. Meta-analytic findings were generally consistent with previous meta-analyses of computerized CPTs regarding the commonly used omission, commission, and hit reaction time variables. Results suggest that the Virtual Classroom CPTs reliably differentiate attention performance in persons with ADHD. Ecological validity implications are discussed pertaining to subtle meta-analytic outcome differences compared to computerized 2D CPTs. Further, due to an inability to conduct moderator analyses, it remains unclear if modality differences are due to other factors. Suggestions for future research using the Virtual Classroom CPTs are provided.
Kristine Risley - One of the best experts on this subject based on the ideXlab platform.
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the university of illinois at chicago school of public health doctor of public health program an innovative approach to doctoral level practice leadership development
American Journal of Public Health, 2015Co-Authors: Patrick Lenihan, Christina Welter, Paul W Brandtrauf, Babette Neuberger, Eve Pinsker, Michael Petros, Kristine RisleyAbstract:The University of Illinois at Chicago, School of Public Health, Doctor of Public Health degree is designed to build leadership skills and an ability to contribute to the evidence base of practice. The competency-based, distance-format, doctoral-level program for midcareer professionals features an action learning approach in which students apply leadership principles from the Virtual Classroom to real-world problems at their work sites. Students demonstrate mastery of the competencies and readiness to advance to the dissertation stage through completing a portfolio by using a process of systematic reflection. The practice-oriented dissertation demonstrates the ability to contribute to the evidence base of public health practice in an area of emphasis. Preliminary evaluation data indicate that the program is meeting its intended purposes.
