AutismERAC-XRNCT07838272
Enhancing Emotion Regulation in Children With Autism Through Extended Reality
A study testing Extended Reality and Emotion regulation coaching in people with Autism and Emotion Regulation Difficulties, run by Johannes Kepler University of Linz at 1 site in Austria.
Trial summary
Pilot study on the development of an Extended Reality (XR) application to support emotion regulation in children with Autism Spectrum Disorder (ASD) (random assignment to an experimental group, N = 10, and a control group, N = 10). Read more about this study
- Who is it for?
- Ages 9 to 15 years
- Conditions the study is for
- Autism, Emotion Regulation Difficulties
- What is being tested?
- Extended Reality and Emotion regulation coaching
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 24 participants
- Where
- 1 siteAustria
- Study dates
- 18 Feb 2026to 13 Aug 2026
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 9 to 15 years
- All sexes
- No healthy volunteers
- Child
Who may be able to join
- Diagnosis of Autism Spectrum Disorder (ASD), without sensory impairments.
- Sufficient German language proficiency of both children and parents to enable participation in the training (German instructions and explanations) and valid completion of questionnaires.
- Inclusion of children presenting with behavioral problems.
Who cannot join
- Children whose families do not consent to anonymized data processing.
- Children whose families do not consent to the transmission of video-based recordings of everyday stressors for integration into the XR training.
- Children with an IQ < 85.
Trial locations and contacts
1 site in 1 country.
Austria1 site
Autismuskompetenzzentrum - Hospital of St.John of God
Linz, Upper Austria, 4020
About this study
Pilot study on the development of an Extended Reality (XR) application to support emotion regulation in children with Autism Spectrum Disorder (ASD) (random assignment to an experimental group, N = 10, and a control group, N = 10).
The matched control group with autistic children of the same age receives emotion regulation coaching without the use of virtual reality.
Read more
Few studies systematically captured the transfer of XR-supported learning into real life. One study investigated the transfer of breathing techniques into everyday life, where children with ASD successfully transferred these techniques to daily life and applied learned breathing patterns in anxiety-inducing situations. The use of XR systems is considered as low-risk.
Primary Hypotheses:
- Feasibility analysis of the described XR-supported coaching
- Reduced Emotional Dysregulation between T1 and T2
Secondary Hypotheses:
- Reduced Parental stress between T1 and T2
- Reduced internalising/externalising behaviors between T1 and T2
- Exploratory analyses of physiological parameter changes during intervention period
Read the detailed description
The majority of children with autism experience significant challenges in the domain of emotion regulation. These difficulties frequently result in conflict situations, bullying, school refusal, and increased stress for the child's social environment, particularly within the family and school context. Common therapeutic and coaching-oriented interventions are typically based on cognitive-behavioral therapy (CBT) approaches and include psycho-education, exposure techniques, and skills training. However, CBT-based interventions in children with ASD often yield only modest long-term effects. This limitation is partly attributed to the restricted generalisation of skills acquired within therapeutic settings to diverse/unpredictable real-life situations . Realistic and adaptive learning environments are therefore of critical importance for optimising learning outcomes in children with ASD-an opportunity increasingly enabled by technological advances in Virtual and Extended Reality systems.
Extended Reality (XR) is an umbrella term encompassing Virtual Reality (VR; fully immersive visual experiences), Augmented Reality (AR; real-world experiences enhanced with virtual or auditory stimuli), and the integration of biosignal parameters. High-quality simulations that allow for a substantial degree of immersion in the virtual environment are considered essential for generating therapeutically effective experiences and facilitating the internalisation of adaptive strategies.
In addition, digitally designed and gamified elements can enhance motivation-particularly in the acquisition of emotion regulation strategies, which are often associated with negative emotional experiences. Another notable advantage is that potentially hazardous real-life situations, such as crossing a street, can be practiced safely and in a stepwise, adaptive manner within XR environments.
To date, XR applications have primarily focused on training isolated skills, especially social competencies and emotion recognition. Only a limited number of studies have reported standardised outcome measures, sample sizes remain small, no formal guidelines for XR implementation currently exist, and independent replication trials of specifically developed XR paradigms are lacking. Recent technological advances, however, offer substantial potential for the development of standardised and methodologically comparable applications across independent clinical and research settings.
Few studies have systematically examined the transfer of XR-acquired skills into everyday life. One study investigated the transfer of breathing techniques into daily contexts and found that children with ASD successfully applied learned breathing patterns in anxiety-provoking situations. The use of XR systems is generally considered low-risk. In some cases, symptoms of "cybersickness" (e.g., nausea, dizziness, headaches) may occur; however, individual risk and symptom manifestation can be systematically assessed before and during application
- Conditions
- Autism, Emotion Regulation Difficulties
- Being tested
- Extended Reality, Emotion regulation coaching
- Keywords
- Autism, Emotion Regulation, Extended Reality, Virtual Reality, Intervention Study
- Medical subject headings
- Autistic Disorder, Emotional Regulation
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Extended RealityBehavioural
Extended Reality exposure will be additionally used to train children in using emotion regulation techniques during stressful daily life situations
Emotion regulation coachingBehavioural
Emotion regulation training based on worksheets, exercises and education
| Study group | Role | What they receive |
|---|---|---|
| Emotion-Regulation supported through Extended Reality | Experimental | Experimental-group will experience emotion-regulation-coaching plus extended-reality exposure to intensively train emotion-regulation strategies Receives: Behavioral: Extended Reality; Behavioral: Emotion regulation coaching |
| Control group gets training without extended reality exposure | Active comparator | The age-matched control group will receive a comparable emotion-regulation-coaching but not additionally extended reality exposure Receives: Behavioral: Emotion regulation coaching |
What is being measured
The primary outcome is the main question the study is designed to answer.
Feasibility of XR-environment usage during emotion regulation training with autistic children
Self constructed feedback-questionnaire for a) parents and b) children with ratings on a 4-point Likert-scale (min=1, max=4) respectively:
- Experimental and Control-group
- 13 questions on emotion-coaching and study organisation
- Experimental group additionally: --> 13 XR-specific items for evaluating VR-specific experiences.
- Higher scores can mean better or worse (explanation and description when reported)
- Descriptive reports on group-mean-scores of single-items
Measured: End of treatment at 6 weeks
Cybersickness Questionnaire in Virtual Reality (CSQ-VR)
German, unvalidated, adapted version, self reported through child with ratings on a 7-point Likert-scale (min=1, max=7).
- Experimental group only
- 6 questions
- higher scores mean worse
Measured: After first week of treatment (after first VR-exposure)
Emotion Dysregulation Change (EDI)
Emotion Dysregulation change for children of both groups using the Emotion Dysregulation Inventory (EDI; parental rated questionnaire with 30 items on a Likert scale 1-5; min=0, max=4) at each time point.
Higher scores mean worse The EDI provides 2 scales: Reactivity (24 items) and Dysphoria (6 items).
Measured: From enrollment to the end of treatment at 6 weeks
Behavior problems
Parents take daily notes by a self-constructed problem-behavior diary which assesses frequency of occurrence, intensity, support offered by parents, new strategies applied.
Measured: From enrollment to the end of treatment at 6 weeks
Secondary outcomes (4)
Parental Stress Change
Parental stress change between T1(enrollment) and T2 (6weeks) evaluated with Parental Stress Inventory (PSI) which is a parental rated questionnaire providing child- and general-parental related stressors on a 5-point Likert-scale (min=1, max=5); higher means less; scores need to be recoded (e.g. 1=5, 2=4; 3=3; 4=2; 5=1)
Measured: From enrollment to the end of treatment at 6 weeks
Spence Children's Anxiety Scale (SCAS)
Anxiety change of all children between T1 (enrollment) to T2 (6 weeks) using the Spence Children's Anxiety Scale (SCAS), which provides six specific subscales (Obsessive Compulsive Disorder, Social Phobia, Panic Agoraphobia, Separation Anxiety, Physical Injury Fears, Generalised Anxiety) The SCAS is rated by children on a 4-point Likert scale (min=0, max=3; smaller score means less anxiety)
Measured: From enrollment to the end of treatment at 6 weeks
Internal and External Probleme Behavior change
Child's psycho-emotional change between T1 (enrollment) to T2 (6 weeks) according to internal and external problem behavior are assessed by the Strength and Difficulties Questionnaire (SDQ) through parental ratings on a 3-point Likert scale (min=0, max =2; higher means worse).
Measured: From enrollment to the end of treatment at 6 weeks
Physiological Parameters
A biosignal ring (SENSTREAM (c)) was used to measure physiological arousal during coaching sessions. Analyses will use the electrodermal activity as a reliable parameter for arousal levels during physical or mental tasks. The ring was offered (optional use through children who participated in the study) and if agreed - used on the 1st, 3rd and 6th coaching appointment. Exploratory analyses compare mean-scores between theses 3 time points.
Measured: From enrollment to the mid (week 3) and end of treatment at 6 weeks
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted24 Sep 2026
- Study start18 Feb 2026
- Primary completion13 Aug 2026
- Study completion13 Aug 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (7)Papers the sponsor has linked to this study.
- Other trials for AutismStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 24 participants (actual)
Sponsor and investigators
- Lead sponsor
- Johannes Kepler University of Linz
- Sponsor type
- University, hospital or other
- Collaborators
- Interdisciplinary Transformation University Austria, Hospital of St.John of God, Linz
- Responsible party
- Sponsor
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07838272
- Sponsor's protocol ID
- 1218/2025
- Acronym
- ERAC-XR
- Status last verified
- Mar 2026
- First submitted
- 24 Aug 2026
- Last updated
- 24 Sep 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Data might be shared on request by the responsible author
Publications
Vasarainen, M., Paavola, S., & Vetoshkina, L. (2021). A systematic literature review on extended reality: Virtual, augmented and mixed reality in working life. International Journal of Virtual Reality, 21(2), 1-28. DOI: 10.20870/IJVR.2021.21.2.4620
Toma MV, Turcu CE, Turcu CO, Vlad S, Tiliute DE, Pascu P. Extended Reality-Based Mobile App Solutions for the Therapy of Children With Autism Spectrum Disorders: Systematic Literature Review. JMIR Serious Games. 2024 Feb 19;12:e49906. doi: 10.2196/49906.
PubMed 38373032Lorenzo, G. G., Newbutt, N. N., & Lorenzo-Lledó, A. A. (2023). Designing virtual reality tools for students with Autism Spectrum Disorder: A systematic review. Education and Information Technologies, 28(8), 9557-9605. DOI: 10.1007/s10639-022-11545-z
Ip, H. H., Wong, S. W., Chan, D. F., Byrne, J., Li, C., Yuan, V. S., ... & Wong, J. Y. (2018). Enhance emotional and social adaptation skills for children with autism spectrum disorder: A virtual reality enabled approach. Computers & Education, 117, 1-15. DOI: 10.1016/j.compedu.2017.09.010
Bossenbroek R, Wols A, Weerdmeester J, Lichtwarck-Aschoff A, Granic I, van Rooij MMJW. Efficacy of a Virtual Reality Biofeedback Game (DEEP) to Reduce Anxiety and Disruptive Classroom Behavior: Single-Case Study. JMIR Ment Health. 2020 Mar 24;7(3):e16066. doi: 10.2196/16066.
PubMed 32207697Beck KB, Conner CM, Breitenfeldt KE, Northrup JB, White SW, Mazefsky CA. Assessment and Treatment of Emotion Regulation Impairment in Autism Spectrum Disorder Across the Life Span: Current State of the Science and Future Directions. Child Adolesc Psychiatr Clin N Am. 2020 Jul;29(3):527-542. doi: 10.1016/j.chc.2020.02.003. Epub 2020 Apr 3.
PubMed 32471600Bowen DJ, Kreuter M, Spring B, Cofta-Woerpel L, Linnan L, Weiner D, Bakken S, Kaplan CP, Squiers L, Fabrizio C, Fernandez M. How we design feasibility studies. Am J Prev Med. 2009 May;36(5):452-7. doi: 10.1016/j.amepre.2009.02.002.
PubMed 19362699
Study at a glance
From the registry record, last updated by the sponsor on 24 Sep 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Enhancing Emotion Regulation in Children With Autism Through Extended Reality
- ClinicalTrials.gov ID
- NCT07838272
- Acronym / sponsor ID
- ERAC-XR / 1218/2025
- Conditions
- Autism, Emotion Regulation Difficulties
- Keywords
- Autism, Emotion Regulation, Extended Reality, Virtual Reality, Intervention Study
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 24 participants (actual)
- Lead sponsor
- Johannes Kepler University of LinzUniversity, hospital or other
- Collaborators
- Interdisciplinary Transformation University Austria, Hospital of St.John of God, Linz
- Study start
- 18 Feb 2026 (actual)
- Primary completion
- 13 Aug 2026 (actual)
- Study completion
- 13 Aug 2026 (actual)
- First posted
- 24 Sep 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Pilot study on the development of an Extended Reality (XR) application to support emotion regulation in children with Autism Spectrum Disorder (ASD) (random assignment to an experimental group, N = 10, and a control group, N = 10).
The matched control group with autistic children of the same age receives emotion regulation coaching without the use of virtual reality.
Few studies systematically captured the transfer of XR-supported learning into real life. One study investigated the transfer of breathing techniques into everyday life, where children with ASD successfully transferred these techniques to daily life and applied learned breathing patterns in anxiety-inducing situations. The use of XR systems is considered as low-risk.
Primary Hypotheses:
- Feasibility analysis of the described XR-supported coaching
- Reduced Emotional Dysregulation between T1 and T2
Secondary Hypotheses:
- Reduced Parental stress between T1 and T2
- Reduced internalising/externalising behaviors between T1 and T2
- Exploratory analyses of physiological parameter changes during intervention period
Detailed description
The majority of children with autism experience significant challenges in the domain of emotion regulation. These difficulties frequently result in conflict situations, bullying, school refusal, and increased stress for the child's social environment, particularly within the family and school context. Common therapeutic and coaching-oriented interventions are typically based on cognitive-behavioral therapy (CBT) approaches and include psycho-education, exposure techniques, and skills training. However, CBT-based interventions in children with ASD often yield only modest long-term effects. This limitation is partly attributed to the restricted generalisation of skills acquired within therapeutic settings to diverse/unpredictable real-life situations . Realistic and adaptive learning environments are therefore of critical importance for optimising learning outcomes in children with ASD-an opportunity increasingly enabled by technological advances in Virtual and Extended Reality systems.
Extended Reality (XR) is an umbrella term encompassing Virtual Reality (VR; fully immersive visual experiences), Augmented Reality (AR; real-world experiences enhanced with virtual or auditory stimuli), and the integration of biosignal parameters. High-quality simulations that allow for a substantial degree of immersion in the virtual environment are considered essential for generating therapeutically effective experiences and facilitating the internalisation of adaptive strategies.
In addition, digitally designed and gamified elements can enhance motivation-particularly in the acquisition of emotion regulation strategies, which are often associated with negative emotional experiences. Another notable advantage is that potentially hazardous real-life situations, such as crossing a street, can be practiced safely and in a stepwise, adaptive manner within XR environments.
To date, XR applications have primarily focused on training isolated skills, especially social competencies and emotion recognition. Only a limited number of studies have reported standardised outcome measures, sample sizes remain small, no formal guidelines for XR implementation currently exist, and independent replication trials of specifically developed XR paradigms are lacking. Recent technological advances, however, offer substantial potential for the development of standardised and methodologically comparable applications across independent clinical and research settings.
Few studies have systematically examined the transfer of XR-acquired skills into everyday life. One study investigated the transfer of breathing techniques into daily contexts and found that children with ASD successfully applied learned breathing patterns in anxiety-provoking situations. The use of XR systems is generally considered low-risk. In some cases, symptoms of "cybersickness" (e.g., nausea, dizziness, headaches) may occur; however, individual risk and symptom manifestation can be systematically assessed before and during application
Study design
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Emotion-Regulation supported through Extended Reality | Experimental | Behavioral: Extended Reality, Behavioral: Emotion regulation coachingExperimental-group will experience emotion-regulation-coaching plus extended-reality exposure to intensively train emotion-regulation strategies |
| Control group gets training without extended reality exposure | Active comparator | Behavioral: Emotion regulation coachingThe age-matched control group will receive a comparable emotion-regulation-coaching but not additionally extended reality exposure |
Who may qualify
- Ages
- 9 to 15 years
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Child
Key inclusion criteria (3 listed)
- Diagnosis of Autism Spectrum Disorder (ASD), without sensory impairments.
- Sufficient German language proficiency of both children and parents to enable participation in the training (German instructions and explanations) and valid completion of questionnaires.
- Inclusion of children presenting with behavioral problems.
Key exclusion criteria (3 listed)
- Children whose families do not consent to anonymized data processing.
- Children whose families do not consent to the transmission of video-based recordings of everyday stressors for integration into the XR training.
- Children with an IQ < 85.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Extended RealityExtended Reality exposure will be additionally used to train children in using emotion regulation techniques during stressful daily life situations | Behavioural | Emotion-Regulation supported through Extended Reality |
| Emotion regulation coachingEmotion regulation training based on worksheets, exercises and education | Behavioural | Control group gets training without extended reality exposure, Emotion-Regulation supported through Extended Reality |
Primary outcome
Feasibility of XR-environment usage during emotion regulation training with autistic children
Time frame: End of treatment at 6 weeks
Self constructed feedback-questionnaire for a) parents and b) children with ratings on a 4-point Likert-scale (min=1, max=4) respectively: * Experimental and Control-group * 13 questions on emotion-coaching and study organisation * Experimental group additionally: --> 13 XR-specific items for evaluating VR-specific experiences. * Higher scores can mean better or worse (explanation and description when reported) * Descriptive reports on group-mean-scores of single-items
Cybersickness Questionnaire in Virtual Reality (CSQ-VR)
Time frame: After first week of treatment (after first VR-exposure)
German, unvalidated, adapted version, self reported through child with ratings on a 7-point Likert-scale (min=1, max=7). * Experimental group only * 6 questions * higher scores mean worse
Emotion Dysregulation Change (EDI)
Time frame: From enrollment to the end of treatment at 6 weeks
Emotion Dysregulation change for children of both groups using the Emotion Dysregulation Inventory (EDI; parental rated questionnaire with 30 items on a Likert scale 1-5; min=0, max=4) at each time point. Higher scores mean worse The EDI provides 2 scales: Reactivity (24 items) and Dysphoria (6 items).
Behavior problems
Time frame: From enrollment to the end of treatment at 6 weeks
Parents take daily notes by a self-constructed problem-behavior diary which assesses frequency of occurrence, intensity, support offered by parents, new strategies applied.
4 secondary outcomes
Parental Stress Change
Time frame: From enrollment to the end of treatment at 6 weeks
Spence Children's Anxiety Scale (SCAS)
Time frame: From enrollment to the end of treatment at 6 weeks
Internal and External Probleme Behavior change
Time frame: From enrollment to the end of treatment at 6 weeks
Physiological Parameters
Time frame: From enrollment to the mid (week 3) and end of treatment at 6 weeks
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 24 Sep 2026.
- BackgroundVasarainen, M., Paavola, S., & Vetoshkina, L. (2021). A systematic literature review on extended reality: Virtual, augmented and mixed reality in working life. International Journal of Virtual Reality, 21(2), 1-28. DOI: 10.20870/IJVR.2021.21.2.4620
- Background: PubMed 38373032Toma MV, Turcu CE, Turcu CO, Vlad S, Tiliute DE, Pascu P. Extended Reality-Based Mobile App Solutions for the Therapy of Children With Autism Spectrum Disorders: Systematic Literature Review. JMIR Serious Games. 2024 Feb 19;12:e49906. doi: 10.2196/49906.
- BackgroundLorenzo, G. G., Newbutt, N. N., & Lorenzo-Lledó, A. A. (2023). Designing virtual reality tools for students with Autism Spectrum Disorder: A systematic review. Education and Information Technologies, 28(8), 9557-9605. DOI: 10.1007/s10639-022-11545-z
- BackgroundIp, H. H., Wong, S. W., Chan, D. F., Byrne, J., Li, C., Yuan, V. S., ... & Wong, J. Y. (2018). Enhance emotional and social adaptation skills for children with autism spectrum disorder: A virtual reality enabled approach. Computers & Education, 117, 1-15. DOI: 10.1016/j.compedu.2017.09.010
- Background: PubMed 32207697Bossenbroek R, Wols A, Weerdmeester J, Lichtwarck-Aschoff A, Granic I, van Rooij MMJW. Efficacy of a Virtual Reality Biofeedback Game (DEEP) to Reduce Anxiety and Disruptive Classroom Behavior: Single-Case Study. JMIR Ment Health. 2020 Mar 24;7(3):e16066. doi: 10.2196/16066.
- Background: PubMed 32471600Beck KB, Conner CM, Breitenfeldt KE, Northrup JB, White SW, Mazefsky CA. Assessment and Treatment of Emotion Regulation Impairment in Autism Spectrum Disorder Across the Life Span: Current State of the Science and Future Directions. Child Adolesc Psychiatr Clin N Am. 2020 Jul;29(3):527-542. doi: 10.1016/j.chc.2020.02.003. Epub 2020 Apr 3.
- Background: PubMed 19362699Bowen DJ, Kreuter M, Spring B, Cofta-Woerpel L, Linnan L, Weiner D, Bakken S, Kaplan CP, Squiers L, Fabrizio C, Fernandez M. How we design feasibility studies. Am J Prev Med. 2009 May;36(5):452-7. doi: 10.1016/j.amepre.2009.02.002.
- Individual participant dataSharing planned: No. Data might be shared on request by the responsible author
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Extended Reality and Emotion regulation coaching in people with Autism and Emotion Regulation Difficulties, run by Johannes Kepler University of Linz at 1 site in Austria.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 3 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 24 Sep 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Austria. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Feasibility of XR-environment usage during emotion regulation training with autistic children (time frame: End of treatment at 6 weeks). The study lists 4 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07838272, which also lists 7 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 24 Sep 2026.