The Effect of the ‘Touch Screen-Based Cognitive Training’ for Children with Severe Cognitive Impairment in Special Education
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 randoml...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2021-12-01
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| Series: | Children |
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| Online Access: | https://www.mdpi.com/2227-9067/8/12/1205 |
| _version_ | 1797505820834922496 |
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| author | In Young Sung Jin Sook Yuk Dae-Hyun Jang Gijeong Yun Chunye Kim Eun Jae Ko |
| author_facet | In Young Sung Jin Sook Yuk Dae-Hyun Jang Gijeong Yun Chunye Kim Eun Jae Ko |
| author_sort | In Young Sung |
| collection | DOAJ |
| description | 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 (<i>n</i> = 17, ‘touch screen-based cognitive training’, 30 min/session, 3 times/week, 12 weeks) and control (<i>n</i> = 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 (<i>p</i> < 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. |
| first_indexed | 2024-03-10T04:23:48Z |
| format | Article |
| id | doaj.art-5144be30a9dd47aeaf856b745d992989 |
| institution | Directory Open Access Journal |
| issn | 2227-9067 |
| language | English |
| last_indexed | 2024-03-10T04:23:48Z |
| publishDate | 2021-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Children |
| spelling | doaj.art-5144be30a9dd47aeaf856b745d9929892023-11-23T07:43:22ZengMDPI AGChildren2227-90672021-12-01812120510.3390/children8121205The Effect of the ‘Touch Screen-Based Cognitive Training’ for Children with Severe Cognitive Impairment in Special EducationIn Young Sung0Jin Sook Yuk1Dae-Hyun Jang2Gijeong Yun3Chunye Kim4Eun Jae Ko5Department of Rehabilitation Medicine, Asan Medical Center, University of Ulsan College of Medicine, Seoul 05505, KoreaDepartment of Rehabilitation Medicine, Asan Medical Center, Seoul 05505, KoreaDepartment of Rehabilitation, Incheon St. Mary’s Hospital, College of Medicine, The Catholic University of Korea, Incheon 21431, KoreaDepartment of Rehabilitation Medicine, Yunsan Gwanjajae Geriatric Hospital, Pusan 47570, KoreaSeoul Jungjin Special School, Seoul 08259, KoreaDepartment of Rehabilitation Medicine, Asan Medical Center, University of Ulsan College of Medicine, Seoul 05505, KoreaTraditional 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 (<i>n</i> = 17, ‘touch screen-based cognitive training’, 30 min/session, 3 times/week, 12 weeks) and control (<i>n</i> = 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 (<i>p</i> < 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.https://www.mdpi.com/2227-9067/8/12/1205touch screen-based cognitive trainingeducation of intellectually disabledspecial educationcognitive impairmentchild |
| spellingShingle | In Young Sung Jin Sook Yuk Dae-Hyun Jang Gijeong Yun Chunye Kim Eun Jae Ko The Effect of the ‘Touch Screen-Based Cognitive Training’ for Children with Severe Cognitive Impairment in Special Education Children touch screen-based cognitive training education of intellectually disabled special education cognitive impairment child |
| title | The Effect of the ‘Touch Screen-Based Cognitive Training’ for Children with Severe Cognitive Impairment in Special Education |
| title_full | The Effect of the ‘Touch Screen-Based Cognitive Training’ for Children with Severe Cognitive Impairment in Special Education |
| title_fullStr | The Effect of the ‘Touch Screen-Based Cognitive Training’ for Children with Severe Cognitive Impairment in Special Education |
| title_full_unstemmed | The Effect of the ‘Touch Screen-Based Cognitive Training’ for Children with Severe Cognitive Impairment in Special Education |
| title_short | The Effect of the ‘Touch Screen-Based Cognitive Training’ for Children with Severe Cognitive Impairment in Special Education |
| title_sort | effect of the touch screen based cognitive training for children with severe cognitive impairment in special education |
| topic | touch screen-based cognitive training education of intellectually disabled special education cognitive impairment child |
| url | https://www.mdpi.com/2227-9067/8/12/1205 |
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