Slide
Centre Interdisciplinaire
de Recherche et d’Innovation
en Cybersécurité et Société
de Recherche et d’Innovation
en Cybersécurité et Société
1.
Moïse-Richard, A.; Ménard, L.; Bouchard, S.; Leclercq, A. -L.
In: Journal of Fluency Disorders, vol. 68, 2021, ISSN: 0094730X, (Publisher: Elsevier Inc.).
Abstract | Links | BibTeX | Tags: Adolescent, anticipatory anxiety, Anxiety, anxiety assessment, Anxiety disorder, Anxiety Disorders, article, Child, clinical article, controlled study, disease severity, female, human, Humans, male, psychological rating scale, Public speaking, school, school child, Schools, self report, software, speech, Stuttering, virtual learning environment
@article{moise-richard_real_2021,
title = {Real and virtual classrooms can trigger the same levels of stuttering severity ratings and anxiety in school-age children and adolescents who stutter},
author = {A. Moïse-Richard and L. Ménard and S. Bouchard and A. -L. Leclercq},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85101691118&doi=10.1016%2fj.jfludis.2021.105830&partnerID=40&md5=e05dd193c76b1bad1d453aad4d87cc51},
doi = {10.1016/j.jfludis.2021.105830},
issn = {0094730X},
year = {2021},
date = {2021-01-01},
journal = {Journal of Fluency Disorders},
volume = {68},
abstract = {Purpose: Many school-age children and adolescents who stutter experience the fear of public speaking. Treatment implications include the need to address this problem. However, it is not always possible to train repeatedly in front of a real audience. The present study aimed to assess the relevance of using a virtual classroom in clinical practice with school-age children and adolescents who stutter. Methods: Ten children and adolescents who stutter (aged 9–17 years old) had to speak in three different situations: in front of a real audience, in front of a virtual class and in an empty virtual apartment using a head-mounted display. We aimed to assess whether the self-rated levels of anxiety while speaking in front of a virtual audience reflect the levels of anxiety reported while speaking in front of a live audience, and if the stuttering level while speaking to a virtual class reflects the stuttering level while speaking in real conditions. Results: Results show that the real audience creates higher anticipatory anxiety than the virtual class. However, both the self-reported anxiety levels and the stuttering severity ratings when talking in front of a virtual class did not differ from those observed when talking to a real audience, and were significantly higher than when talking in an empty virtual apartment. Conclusion: Our results support the feasibility and relevance of using a virtual classroom to expose school-age children and adolescents who stutter to a feared situation during cognitive behavioral therapy targeting the fear of public speaking. © 2021 Elsevier Inc.},
note = {Publisher: Elsevier Inc.},
keywords = {Adolescent, anticipatory anxiety, Anxiety, anxiety assessment, Anxiety disorder, Anxiety Disorders, article, Child, clinical article, controlled study, disease severity, female, human, Humans, male, psychological rating scale, Public speaking, school, school child, Schools, self report, software, speech, Stuttering, virtual learning environment},
pubstate = {published},
tppubtype = {article}
}
Purpose: Many school-age children and adolescents who stutter experience the fear of public speaking. Treatment implications include the need to address this problem. However, it is not always possible to train repeatedly in front of a real audience. The present study aimed to assess the relevance of using a virtual classroom in clinical practice with school-age children and adolescents who stutter. Methods: Ten children and adolescents who stutter (aged 9–17 years old) had to speak in three different situations: in front of a real audience, in front of a virtual class and in an empty virtual apartment using a head-mounted display. We aimed to assess whether the self-rated levels of anxiety while speaking in front of a virtual audience reflect the levels of anxiety reported while speaking in front of a live audience, and if the stuttering level while speaking to a virtual class reflects the stuttering level while speaking in real conditions. Results: Results show that the real audience creates higher anticipatory anxiety than the virtual class. However, both the self-reported anxiety levels and the stuttering severity ratings when talking in front of a virtual class did not differ from those observed when talking to a real audience, and were significantly higher than when talking in an empty virtual apartment. Conclusion: Our results support the feasibility and relevance of using a virtual classroom to expose school-age children and adolescents who stutter to a feared situation during cognitive behavioral therapy targeting the fear of public speaking. © 2021 Elsevier Inc.
2.
Nolin, P.; Martin, C.; Bouchard, S.
Assessment of inhibition deficits with the virtual classroom in children with traumatic brain injury: A pilot-study Journal Article
In: Annual Review of CyberTherapy and Telemedicine, vol. 7, no. 1, pp. 240–242, 2009, ISSN: 15548716 (ISSN).
Abstract | Links | BibTeX | Tags: article, attention deficit disorder, Attention Deficit Disorder with Hyperactivity, Brain, Brain Injuries, brain injury, Child, Children, clinical article, Computer aided instruction, Ecological character, human, Humans, inhibition (psychology), Inhibition deficit, Life experiences, neuropsychological test, Neuropsychological Tests, Performance tests, Pilot Projects, Pilot studies, pilot study, reaction time, school, Traumatic Brain Injuries, traumatic brain injury, Virtual Classroom, virtual reality
@article{nolin_assessment_2009,
title = {Assessment of inhibition deficits with the virtual classroom in children with traumatic brain injury: A pilot-study},
author = {P. Nolin and C. Martin and S. Bouchard},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-71749121874&partnerID=40&md5=e13dc1c0941767a5d373bb1f8177b2c6},
issn = {15548716 (ISSN)},
year = {2009},
date = {2009-01-01},
journal = {Annual Review of CyberTherapy and Telemedicine},
volume = {7},
number = {1},
pages = {240–242},
abstract = {This study compared the performance of 8 children who have sustained a traumatic brain injury on the traditional VIGIL Continuous Performance Testand the Continuous Performance Test included in the Virtual Classroom. Results supported the hypothesis, showing that the Continuous Performance Test from the Virtual Classroom showed more sensitivity concerning inhibition deficits. More precisely, children showed more commission errors and longer reaction time. These results can be explained by the ecological character of the Virtual Classroom, meaning that this instrument is close to real-life experiences and requires more attention and inhibition resources.},
keywords = {article, attention deficit disorder, Attention Deficit Disorder with Hyperactivity, Brain, Brain Injuries, brain injury, Child, Children, clinical article, Computer aided instruction, Ecological character, human, Humans, inhibition (psychology), Inhibition deficit, Life experiences, neuropsychological test, Neuropsychological Tests, Performance tests, Pilot Projects, Pilot studies, pilot study, reaction time, school, Traumatic Brain Injuries, traumatic brain injury, Virtual Classroom, virtual reality},
pubstate = {published},
tppubtype = {article}
}
This study compared the performance of 8 children who have sustained a traumatic brain injury on the traditional VIGIL Continuous Performance Testand the Continuous Performance Test included in the Virtual Classroom. Results supported the hypothesis, showing that the Continuous Performance Test from the Virtual Classroom showed more sensitivity concerning inhibition deficits. More precisely, children showed more commission errors and longer reaction time. These results can be explained by the ecological character of the Virtual Classroom, meaning that this instrument is close to real-life experiences and requires more attention and inhibition resources.