Cognitive enhancement through technology: A review of transcranial electrical stimulation (TES) interventions in children and adolescents with specific learning disabilities

IF 1.8 4区医学 Q2 PEDIATRICS

Child Care Health and Development Pub Date : 2024-08-08 DOI:10.1111/cch.13318

Elahe Fathi Azar, Mahnaz Hejazi-Shirmard, Hooshang Mirzaie

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引用次数: 0

Abstract

Background

In recent years, the exploration of innovative interventions for addressing problems of children and adolescents with specific learning disabilities (SLD) has garnered significant attention within the realm of neurocognitive research. Transcranial electrical stimulation (TES) has emerged as a promising tool for enhancing cognitive skills in children, offering a non-invasive and safe method that may particularly benefit those with learning difficulties. We aimed to appraise the extent and the quality of studies about impact of TES on cognitive skills including academic skills in children and adolescents with SLD.

Methods

A literature search was performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Articles published between January 2000 and January 2024 were searched in PubMed, Embase, Scopus, Web of Science and Google Scholar. The study eligibility criteria were previously established according to the PICO model. The Physiotherapy Evidence Database (PEDro) scale and Cochrane Collaboration tool (ROB2) were used to assess the methodological quality and the risk of bias of the included studies, respectively.

Results

The initial search yielded 1571 studies among which 30 studies were systematically reviewed. The total number of participants was 224 individuals (intervention: 114; control: 110). Findings showed significant improvements in reading skills such as text reading, high-frequency word reading speed and efficiency and mathematical skills. Conversely, other cognitive skills such as working memory were not improved in people with dyslexia and dyscalculia.

Discussion

TES interventions can positively affect cognitive skills in children and adolescents with SLD; However, due to the small number of studies, medium methodological quality and high risk of bias, caution should be taken when interpreting the results.

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通过技术提高认知能力：对有特殊学习障碍的儿童和青少年进行经颅电刺激（TES）干预的综述。

背景：近年来，为解决有特殊学习障碍（SLD）的儿童和青少年的问题而进行的创新干预探索在神经认知研究领域引起了极大关注。经颅电刺激（TES）已成为提高儿童认知能力的一种有前途的工具，它提供了一种非侵入性的安全方法，尤其能使有学习困难的儿童受益。我们的目的是评估有关颅内电刺激对认知能力（包括有 SLD 的儿童和青少年的学习能力）影响的研究的范围和质量：方法：根据《系统综述和元分析首选报告项目》（PRISMA）指南进行文献检索。在 PubMed、Embase、Scopus、Web of Science 和 Google Scholar 中检索了 2000 年 1 月至 2024 年 1 月间发表的文章。研究资格标准是根据 PICO 模型确定的。物理治疗证据数据库（PEDro）量表和 Cochrane 协作工具（ROB2）分别用于评估纳入研究的方法学质量和偏倚风险：初步检索共获得 1571 项研究，对其中 30 项研究进行了系统审查。参与者总数为 224 人（干预：114 人；对照：110 人）。研究结果表明，阅读能力（如文字阅读、高频词阅读速度和效率）和数学能力都有明显提高。相反，阅读障碍和计算障碍患者的其他认知能力（如工作记忆）没有得到改善：讨论：TES干预措施可对患有SLD的儿童和青少年的认知能力产生积极影响；然而，由于研究数量少、方法学质量中等、偏倚风险高，在解释结果时应谨慎。

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

Child Care Health and Development 医学-小儿科

CiteScore

3.40

自引率

5.30%

发文量

136

审稿时长

4-8 weeks

期刊介绍： Child: care, health and development is an international, peer-reviewed journal which publishes papers dealing with all aspects of the health and development of children and young people. We aim to attract quantitative and qualitative research papers relevant to people from all disciplines working in child health. We welcome studies which examine the effects of social and environmental factors on health and development as well as those dealing with clinical issues, the organization of services and health policy. We particularly encourage the submission of studies related to those who are disadvantaged by physical, developmental, emotional and social problems. The journal also aims to collate important research findings and to provide a forum for discussion of global child health issues.

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