This study investigates the effectiveness of a Virtual Reality (VR)-based training program in improving body awareness among children with Attention Deficit Hyperactivity Disorder (ADHD). Utilizing a quasi-experimental design, the research sample consisted of 10 children aged 4 to 7 years, with IQ scores ranging from 90 to 110. Participants were divided into an experimental group and a control group, with the experimental group receiving a structured VR intervention over three months, totaling 36 sessions. Assessment tools included the Stanford-Binet Intelligence Scale (5th Edition), the Conners Test for ADHD, and a researcher-prepared Body Awareness Scale. The results indicated statistically significant differences between pre-test and post-test scores for the experimental group, demonstrating the program's efficacy in enhancing spatial awareness, body part identification, and motor expressions. Furthermore, follow-up assessments conducted one month after the intervention revealed no significant differences from the post-test results, confirming the sustainability and continuity of the program's effects over time. The findings suggest that immersive VR environments provide a safe, engaging, and effective therapeutic medium for addressing psychomotor deficits in early childhood ADHD.

翻译：本研究探讨了基于虚拟现实（VR）的训练项目在改善注意缺陷多动障碍（ADHD）儿童身体意识方面的有效性。采用准实验设计，研究样本包括10名年龄在4至7岁之间、智商分数在90至110之间的儿童。参与者被分为实验组和对照组，实验组接受为期三个月、共计36次的结构化VR干预。评估工具包括斯坦福-比奈智力量表（第五版）、Conners ADHD测试量表以及研究者自编的身体意识量表。结果显示，实验组的前测与后测分数之间存在统计学上的显著差异，表明该项目在提升空间意识、身体部位识别和运动表达方面具有显著效果。此外，干预结束一个月后进行的追踪评估显示，其结果与后测结果无显著差异，证实了项目效果的持续性和稳定性。研究结果表明，沉浸式VR环境为改善ADHD儿童早期的精神运动缺陷提供了一种安全、具吸引力且有效的治疗媒介。