Child training in the Child ViReal Support Program: Combining iVR-based cognitive training and CBT techniques in a pilot study

Introduction Attention deficits are common among school-aged children and affect their social, academic, and family lives, making it necessary to receive adequate support and intervention strategies. Objectives This study aimed (a) to evaluate whether a multilevel intervention program –combining parent training, child training based on a cognitive-behavioral approach, and iVR-based cognitive training—could improve attention, executive functions, and psychosocial adjustment in children with attention deficits, and (b) to examine whether outcomes differed according to the sequence in which the intervention components were delivered. This pilot study was conducted as a precursor to a larger study. Methods Sixteen families were randomly assigned to two groups following a sequential intervention design, with each group receiving the same components in a different order. Hence, families in the PC group received parent training first, followed by child training, while families in the CP group began with child training, followed by parent training (Clinical Trials Registry NCT05391698). Results After participating in the intervention program, children demonstrated enhanced attentional and inhibitory control and sustained attention, as measured by fewer omission and commission errors, faster hit reaction time, and improved executive score. They also exhibited gains in working memory, processing speed, and planning and programming abilities and reported reduced behavioral problems. Emotional competence improved significantly only for the PC group. A significant time X group interaction was found for school competence, with the PC group showing a more pronounced improvement over time than the CP group. In contrast, no significant changes were observed in alerting and orienting scores, reaction time variability, social competence or self-perception skills. Conclusions The findings have important implications, suggesting that multilevel intervention programs – particularly those integrating iVR-based cognitive training – may positively impact specific cognitive and psychosocial outcomes in children with attention deficits. As a pilot study, these results provide preliminary evidence and methodological insights to guide the design and rationale of future larger-scale studies.