Online and Face-to-Face Performance on Two Cognitive Tasks in Children With Williams Syndrome
There has been an increase in cognitive assessment via the Internet, especially since the coronavirus disease 2019 surged the need for remote psychological assessment. This is the first study to investigate the appropriability of conducting cognitive assessments online with children with a neurodeve...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2021-02-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2020.594465/full |
| _version_ | 1818382830513684480 |
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| author | Maria Ashworth Olympia Palikara Elizabeth Burchell Harry Purser Dritan Nikolla Jo Van Herwegen |
| author_facet | Maria Ashworth Olympia Palikara Elizabeth Burchell Harry Purser Dritan Nikolla Jo Van Herwegen |
| author_sort | Maria Ashworth |
| collection | DOAJ |
| description | There has been an increase in cognitive assessment via the Internet, especially since the coronavirus disease 2019 surged the need for remote psychological assessment. This is the first study to investigate the appropriability of conducting cognitive assessments online with children with a neurodevelopmental condition and intellectual disability, namely, Williams syndrome. This study compared Raven’s Colored Progressive Matrices (RCPM) and British Picture Vocabulary Scale (BPVS) scores from two different groups of children with WS age 10–11 years who were assessed online (n = 14) or face-to-face (RCPM n = 12; BPVS n = 24). Bayesian t-tests showed that children’s RCPM scores were similar across testing conditions, but suggested BPVS scores were higher for participants assessed online. The differences between task protocols are discussed in line with these findings, as well as the implications for neurodevelopmental research. |
| first_indexed | 2024-12-14T02:56:42Z |
| format | Article |
| id | doaj.art-27d34e18da4f48c6aef437f1843bdef1 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-14T02:56:42Z |
| publishDate | 2021-02-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-27d34e18da4f48c6aef437f1843bdef12022-12-21T23:19:36ZengFrontiers Media S.A.Frontiers in Psychology1664-10782021-02-011110.3389/fpsyg.2020.594465594465Online and Face-to-Face Performance on Two Cognitive Tasks in Children With Williams SyndromeMaria Ashworth0Olympia Palikara1Elizabeth Burchell2Harry Purser3Dritan Nikolla4Jo Van Herwegen5Department of Psychology and Human Development, UCL Institute of Education, University College London, London, United KingdomDepartment of Education Studies, University of Warwick, Coventry, United KingdomDepartment of Psychological Sciences, Birkbeck, University of London, London, United KingdomDepartment of Psychology, Nottingham Trent University, Nottingham, United KingdomDepartment of Psychology, Kingston University, Kingston upon Thames, United KingdomDepartment of Psychology and Human Development, UCL Institute of Education, University College London, London, United KingdomThere has been an increase in cognitive assessment via the Internet, especially since the coronavirus disease 2019 surged the need for remote psychological assessment. This is the first study to investigate the appropriability of conducting cognitive assessments online with children with a neurodevelopmental condition and intellectual disability, namely, Williams syndrome. This study compared Raven’s Colored Progressive Matrices (RCPM) and British Picture Vocabulary Scale (BPVS) scores from two different groups of children with WS age 10–11 years who were assessed online (n = 14) or face-to-face (RCPM n = 12; BPVS n = 24). Bayesian t-tests showed that children’s RCPM scores were similar across testing conditions, but suggested BPVS scores were higher for participants assessed online. The differences between task protocols are discussed in line with these findings, as well as the implications for neurodevelopmental research.https://www.frontiersin.org/articles/10.3389/fpsyg.2020.594465/fullcognitive assessmentonline assessmentface-to-face assessmentWilliams syndromeRaven’s Colored Progressive MatricesBritish Picture Vocabulary Scale 3 (BPVS3) |
| spellingShingle | Maria Ashworth Olympia Palikara Elizabeth Burchell Harry Purser Dritan Nikolla Jo Van Herwegen Online and Face-to-Face Performance on Two Cognitive Tasks in Children With Williams Syndrome Frontiers in Psychology cognitive assessment online assessment face-to-face assessment Williams syndrome Raven’s Colored Progressive Matrices British Picture Vocabulary Scale 3 (BPVS3) |
| title | Online and Face-to-Face Performance on Two Cognitive Tasks in Children With Williams Syndrome |
| title_full | Online and Face-to-Face Performance on Two Cognitive Tasks in Children With Williams Syndrome |
| title_fullStr | Online and Face-to-Face Performance on Two Cognitive Tasks in Children With Williams Syndrome |
| title_full_unstemmed | Online and Face-to-Face Performance on Two Cognitive Tasks in Children With Williams Syndrome |
| title_short | Online and Face-to-Face Performance on Two Cognitive Tasks in Children With Williams Syndrome |
| title_sort | online and face to face performance on two cognitive tasks in children with williams syndrome |
| topic | cognitive assessment online assessment face-to-face assessment Williams syndrome Raven’s Colored Progressive Matrices British Picture Vocabulary Scale 3 (BPVS3) |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2020.594465/full |
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