The Effect of the ‘Touch Screen-Based Cognitive Training’ for Children with Severe Cognitive Impairment in Special Education
Bibliographic Data
| ID | 15716494 |
|---|---|
| Authors | In Young Sung (0000-0001-6545-6744, Ulsan College), Jin Sook Yuk (0000-0001-5242-4583, Asan Medical Center), Dae‐Hyun Jang (0000-0001-8293-084X, The Catholic University of Korea Incheon St. Mary's Hospital), Dae-hyun Jang (Department of Rehabilitation, Incheon St. Mary’s Hospital, College of Medicine, The Catholic University of Korea, Incheon 21431, Korea), Gijeong Yun (Hyoja Geriatric Hospital), Chunye Kim (Jungwon University), Eun Jae Ko (0000-0001-7198-5407, Ulsan College, corresponding author) |
| Year | 2021 |
| Volume | 8 |
| Issue | 12 |
| Pages | 1205-1205 |
| Publication date | 2021-12-19 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children (JOURNAL) |
| Journal identifiers | ISSN: 2227-9067 • E-ISSN: 2227-9067 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/children8121205 |
| OpenAlex | W4200610288 |
| Language | EN |
| References cited | 22 |
Traditional education in special schools have some limitations. We aimed to investigate if the ‘touch screen-based cognitive training’ is feasible and effective for children with severe cognitive impairment (developmental age 18–36 months) in special education. In this case, 29 children were randomly allocated to intervention (n = 17, ‘touch screen-based cognitive training’, 30 min/session, 3 times/week, 12 weeks) and control (n = 12, traditional education) groups. Psychoeducational Profile-Revised (PEP-R), Early Childhood Behavior Questionnaire (ECBQ), Sequenced Language Scale for Infants (SELSI), Pediatric Evaluation of Disability Inventory (PEDI), and Goal Attainment Scale (GAS) were measured before and after 12 weeks of education. The ‘touch screen-based cognitive training’ was applicable in special education. When repeated measures analysis of variance (ANOVA) was used, significant groupxtime effect was found for GAS, and significant group effect was found for ECBQ (attentional shifting) and GAS. When adjusting for pre-education measurements, the intervention had a significant effect on the post-education measurements of ECBQ (attentional shifting) and GAS (p < 0.05). No relationship existed between the degree of improvements and the severeness of developmental delay in the measurements. ‘Touch screen-based cognitive training’ in special school was feasible and it improved cognition in children with severe cognitive impairment (developmental age 18–36 months), irrespective of the severeness of the developmental delay
Audiology · Cognition · Cognitive disabilities · Cognitive Intervention · Developmental psychology · Intervention (counseling · Psychiatry · Special education · Attention Deficit Hyperactivity Disorder · Children's Physical and Motor Development · Clinical Psychology · Infant Development and Preterm Care · Medicine · Psychology
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| Highly cited | No |
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