摘要目的：探讨虚拟现实技术在提升高功能孤独症（ High functioning autism，HFA）儿童同伴交往能力中的作用。方法以15例高功能孤独症儿童为研究对象，将其智商与性别相匹配分为对照组（5例）和两个试验组（试验组1、试验组2，各5例）。试验组1进行虚拟现实注意力偏向训练、虚拟现实同伴交往能力训练、实境同伴交往任务训练；试验组2进行虚拟现实同伴交往训练、实境同伴交往任务训练；对照组仅进行实境同伴交往任务训练。使用注意力偏向矫正表、同伴交往能力观察表评价干预效果。结果（1）注意力偏向矫正后，与试验组2相比，试验组1反应时更短（T1＝16．0，T2＝39．0， U＝1．0， P＝0．016），正确率更高（T1＝40．0，T2＝15．0， U＝0．0， P＝0．008）；（2）试验组1在关注他人（T1＝39．5，T2＝15．5， U＝0．5， P＜0．01）和语言运用（T1＝38．0，T2＝17．0， U＝2．0， P＜0．05）两维度得分高于试验组2；（3）试验组1在关注他人、语言运用及规则执行3个维度得分均高于对照组（P＜0．01）；（4）试验组2在关注他人得分高于对照组（P＜0．05）。结论基于注意力偏向矫正的虚拟现实同伴交往训练能有效提升高功能孤独症儿童在现实同伴交往中的关注他人、语言运用以及规则执行能力。

abstractsObjective To explore the effect of virtual reality technology in the promotion of peer in?teraction ability in children with high functioning autism( HFA) . Methods 15 children with HFA were re?cruited and divided into control group( n=5) ,experimental group 1( n=5) and experimental group 2( n=5) with IQ and gender matching. The experimental group 1 received the attentional bias modification task,the flash animation technology task using virtual reality technology and the task in the real environment. The ex?perimental group 2 received the flash animation technology task using virtual reality technology and the task in the real environment. The control group received the task in the real environment only. Results ( 1) Af?ter the attentional bias modification,compared with the experimental group 2,the experimental group 1 was shorter on reaction time( T1=16.0,T2=39.0, U=1.0, P=0.016) ,and was higher on the accuracy( T1=40.0, T2=15.0, U=0.0, P=0.008).(2)The scores of the experimental group 1 in the other?regarding(T1=39.5, T2=15.5, U=0.5, P<0.01) and the using language( T1=38.0,T2=17.0, U=2.0, P<0.05) were higher than the experimental group 2.(3) The scores of the experimental group 1 in the other?regarding,using language and rule executor were higher than those of the control group(all P<0.01).(4) The score of the experimental group 2 in the other?regarding was higher than that of the control group(P<0.05) . Conclusion The attention bias correction based virtual reality peer interaction technology can effectively improve the ability of other?re?garding,language using and execution rules of children with HFA in the real environment.