Randomised controlled trial of an online cognitive training program in school-aged children with cerebral palsy

IF 2.9 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities Pub Date : 2024-05-25 DOI:10.1016/j.ridd.2024.104752

J. Wotherspoon , K. Whittingham , J. Sheffield , R.N. Boyd

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引用次数: 0

Abstract

Background

Children with cerebral palsy (CP) experience deficits in nonverbal reasoning. The SMART online cognitive intervention has been associated with gains in IQ and nonverbal IQ in previous studies in typically developing school-aged children and children experiencing learning difficulties.

Aim

To assess the efficacy of an online cognitive intervention in school-aged children with CP.

Methods and Procedures

21 children with CP (male n = 17; 76.2%), mean age 9 y 8 m, SD 1 y 1 month (range 8 y 3 m to 12 y 6 m) were randomised into the intervention group (n = 9) or a waitlist control group. A mixed-methods approach with an explanatory sequential design was used, with a randomised controlled trial followed by qualitative interviews. Participants were assessed on measures of intelligence, academic ability, attention and executive functioning, and social-emotional functioning at baseline, then after completing the training, or the waitlist period. Analyses included ANCOVAs and paired samples t tests. Semi-structured interviews explored participants’ experiences with the training.

Results and Outcomes

Training completion was low with a mean of 16.9 modules completed out of 55 available. No significant effect of training was found for the primary outcome of intelligence, or for any secondary outcomes. Participants reported barriers and facilitators for accessing the program.

Implications

Cognitive training programs addressing relational framing ability may require significant modifications before they can be effectively tested with children with CP.

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针对学龄脑瘫儿童的在线认知训练计划随机对照试验

背景脑瘫儿童在非语言推理方面存在缺陷。在之前对发育正常的学龄儿童和有学习困难的儿童进行的研究中，SMART 在线认知干预与智商和非语言智商的提高有关。方法和程序21 名患有 CP 的儿童（男性 n = 17；76.2%），平均年龄为 9 岁 8 个月，SD 为 1 岁 1 个月（范围为 8 岁 3 个月至 12 岁 6 个月）被随机分配到干预组（n = 9）或候补对照组。该研究采用了解释性顺序设计的混合方法，先进行随机对照试验，然后再进行定性访谈。在基线期、完成培训后或等待期，对参与者的智力、学习能力、注意力和执行功能以及社会情感功能进行了评估。分析包括方差分析和配对样本 t 检验。结果和成果培训完成率较低，55 个可用模块中平均完成 16.9 个模块。培训对智力这一主要结果或任何次要结果都没有明显影响。影响针对关系构架能力的认知训练计划可能需要进行重大修改，才能在脊髓灰质炎儿童中进行有效测试。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Research in Developmental Disabilities Multiple-

CiteScore

5.50

自引率

6.50%

发文量

178

期刊介绍： Research In Developmental Disabilities is aimed at publishing original research of an interdisciplinary nature that has a direct bearing on the remediation of problems associated with developmental disabilities. Manuscripts will be solicited throughout the world. Articles will be primarily empirical studies, although an occasional position paper or review will be accepted. The aim of the journal will be to publish articles on all aspects of research with the developmentally disabled, with any methodologically sound approach being acceptable.