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Papadopoulou MT, Karageorgiou E, Kechayas P, Geronikola N, Lytridis C, Bazinas C, Kourampa E, Avramidou E, Kaburlasos VG, Evangeliou AE. Efficacy of a Robot-Assisted Intervention in Improving Learning Performance of Elementary School Children with Specific Learning Disorders. CHILDREN 2022; 9:children9081155. [PMID: 36010046 PMCID: PMC9406711 DOI: 10.3390/children9081155] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/07/2022] [Revised: 07/16/2022] [Accepted: 07/28/2022] [Indexed: 11/16/2022]
Abstract
(1) Background: There has been significant recent interest in the potential role of social robots (SRs) in special education. Specific Learning Disorders (SpLDs) have a high prevalence in the student population, and early intervention with personalized special educational programs is crucial for optimal academic achievement. (2) Methods: We designed an intense special education intervention for children in the third and fourth years of elementary school with a diagnosis of a SpLD. Following confirmation of eligibility and informed consent, the participants were prospectively and randomly allocated to two groups: (a) the SR group, for which the intervention was delivered by the humanoid robot NAO with the assistance of a special education teacher and (b) the control group, for which the intervention was delivered by the special educator. All participants underwent pre- and post-intervention evaluation for outcome measures. (3) Results: 40 children (NAO = 19, control = 21, similar baseline characteristics) were included. Pre- and post-intervention evaluation showed comparable improvements in both groups in cognition skills (decoding, phonological awareness and reading comprehension), while between-group changes favored the NAO group only for some phonological awareness exercises. In total, no significant changes were found in any of the groups regarding the emotional/behavioral secondary outcomes. (4) Conclusion: NAO was efficient as a tutor for a human-supported intervention when compared to the gold-standard intervention for elementary school students with SpLDs.
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Affiliation(s)
- Maria T. Papadopoulou
- 4th Department of Pediatrics, Papageorgiou General Hospital, Aristotle University of Thessaloniki, 56403 Thessaloniki, Greece;
- Correspondence:
| | - Elpida Karageorgiou
- Child & Parent Center S.A., Center for Special Education, 54351 Thessaloniki, Greece; (E.K.); (E.K.)
| | - Petros Kechayas
- 1st Psychiatric Clinic, Papageorgiou General Hospital, Aristotle University of Thessaloniki, 56403 Thessaloniki, Greece; (P.K.); (E.A.)
| | | | - Chris Lytridis
- HUMAIN-Lab, Department of Computer Science, International Hellenic University, 65404 Kavala, Greece; (C.L.); (C.B.); (V.G.K.)
| | - Christos Bazinas
- HUMAIN-Lab, Department of Computer Science, International Hellenic University, 65404 Kavala, Greece; (C.L.); (C.B.); (V.G.K.)
| | - Efi Kourampa
- Child & Parent Center S.A., Center for Special Education, 54351 Thessaloniki, Greece; (E.K.); (E.K.)
| | - Eleftheria Avramidou
- 1st Psychiatric Clinic, Papageorgiou General Hospital, Aristotle University of Thessaloniki, 56403 Thessaloniki, Greece; (P.K.); (E.A.)
| | - Vassilis G. Kaburlasos
- HUMAIN-Lab, Department of Computer Science, International Hellenic University, 65404 Kavala, Greece; (C.L.); (C.B.); (V.G.K.)
| | - Athanasios E. Evangeliou
- 4th Department of Pediatrics, Papageorgiou General Hospital, Aristotle University of Thessaloniki, 56403 Thessaloniki, Greece;
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Lazzaro G, Fucà E, Caciolo C, Battisti A, Costanzo F, Varuzza C, Vicari S, Menghini D. Understanding the Effects of Transcranial Electrical Stimulation in Numerical Cognition: A Systematic Review for Clinical Translation. J Clin Med 2022; 11:jcm11082082. [PMID: 35456176 PMCID: PMC9032363 DOI: 10.3390/jcm11082082] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2022] [Revised: 03/31/2022] [Accepted: 04/02/2022] [Indexed: 02/04/2023] Open
Abstract
Atypical development of numerical cognition (dyscalculia) may increase the onset of neuropsychiatric symptoms, especially when untreated, and it may have long-term detrimental social consequences. However, evidence-based treatments are still lacking. Despite plenty of studies investigating the effects of transcranial electrical stimulation (tES) on numerical cognition, a systematized synthesis of results is still lacking. In the present systematic review (PROSPERO ID: CRD42021271139), we found that the majority of reports (20 out of 26) showed the effectiveness of tES in improving both number (80%) and arithmetic (76%) processing. In particular, anodal tDCS (regardless of lateralization) over parietal regions, bilateral tDCS (regardless of polarity/lateralization) over frontal regions, and tRNS (regardless of brain regions) strongly enhance number processing. While bilateral tDCS and tRNS over parietal and frontal regions and left anodal tDCS over frontal regions consistently improve arithmetic skills. In addition, tACS seems to be more effective than tDCS at ameliorating arithmetic learning. Despite the variability of methods and paucity of clinical studies, tES seems to be a promising brain-based treatment to enhance numerical cognition. Recommendations for clinical translation, future directions, and limitations are outlined.
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Affiliation(s)
- Giulia Lazzaro
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (E.F.); (C.C.); (A.B.); (F.C.); (C.V.); (S.V.)
| | - Elisa Fucà
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (E.F.); (C.C.); (A.B.); (F.C.); (C.V.); (S.V.)
| | - Cristina Caciolo
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (E.F.); (C.C.); (A.B.); (F.C.); (C.V.); (S.V.)
| | - Andrea Battisti
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (E.F.); (C.C.); (A.B.); (F.C.); (C.V.); (S.V.)
- Department of Human Science, LUMSA University, 00193 Rome, Italy
| | - Floriana Costanzo
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (E.F.); (C.C.); (A.B.); (F.C.); (C.V.); (S.V.)
| | - Cristiana Varuzza
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (E.F.); (C.C.); (A.B.); (F.C.); (C.V.); (S.V.)
| | - Stefano Vicari
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (E.F.); (C.C.); (A.B.); (F.C.); (C.V.); (S.V.)
- Department of Life Science and Public Health, Università Cattolica del Sacro Cuore, 00168 Rome, Italy
- Centro di Riabilitazione Casa San Giuseppe, Opera Don Guanella, 00165 Rome, Italy
| | - Deny Menghini
- Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children’s Hospital, IRCCS, 00146 Rome, Italy; (G.L.); (E.F.); (C.C.); (A.B.); (F.C.); (C.V.); (S.V.)
- Correspondence: ; Tel.: +39-066-859-7091
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Psychometric Properties of the Strengths and Difficulties Questionnaire-Dysregulation Profile in Italian Early Adolescents. CHILDREN 2021; 8:children8121123. [PMID: 34943319 PMCID: PMC8700491 DOI: 10.3390/children8121123] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/04/2021] [Revised: 11/22/2021] [Accepted: 11/30/2021] [Indexed: 11/16/2022]
Abstract
Emotional dysregulation is of great cause for concern because it is associated with severe outcomes. Currently, the identification of youths with signs of emotional and behavioral dysregulation is obtained through the assessment of a Dysregulation Profile (DP), including the Strengths and Difficulties Questionnaire-DP (SDQ-DP). Despite its increasingly frequent use in research, studies exploring the SDQ-DP properties are still limited, and no study with Italian samples is currently available. The current study aimed to explore the psychometric properties of the SDQ-DP parent-report and its association with difficulties in the school context in a sample of 332 Italian early adolescents. Results showed that the SDQ-DP parent-report is a single-factor measure with good internal consistency. Also, in both males and females, the SDQ-DP parent-report was associated with higher teacher-reported Internalizing (e.g., anxious symptoms) and Externalizing Problems (e.g., hyperactivity, conduct problems) and lower Prosocial Behavior. This study added further evidence about the utility of the SDQ-DP in the assessment, prevention, and treatment of emotional dysregulation.
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Preschool Executive Functioning and Child Behavior: Association with Learning Prerequisites? CHILDREN 2021; 8:children8110964. [PMID: 34828677 PMCID: PMC8617927 DOI: 10.3390/children8110964] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/19/2021] [Revised: 10/11/2021] [Accepted: 10/21/2021] [Indexed: 11/29/2022]
Abstract
Preschool age is a golden period for the emergence of executive functions (EFs) that, in turn, predict learning and adaptive behavior throughout all life. The study was aimed to identify which EFs measures significantly explained the learning prerequisites and the mediation role of self-regulatory and executive behavior recorded in structured or free settings. One hundred and twenty-seven preschoolers were remotely assessed by standardized tests of response inhibition, working memory, control of interference, and cognitive flexibility. Teachers provided a global measure of learning prerequisites by an observational questionnaire. Self-regulatory behavior during the assessment was evaluated by a rating scale filled by the examiners. Executive function behavior in daily life was measured by a questionnaire filled by parents. Accuracy in tasks of response inhibition and working memory explained about 48% of the variability in learning prerequisites while response speed and accuracy in the control of interference and in cognitive flexibility were not significant. EFs also had indirect effects, mediated by the child’s self-regulatory behavior evaluated during the assessment but not in daily life. The results are interpreted with respect to the contribution of the main EF components to school readiness and the mediation of the child behavior as measured in structure contexts.
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Self-Reported School Difficulties and the Use of the School Nurse Services by Adolescent Students. CHILDREN-BASEL 2021; 8:children8080647. [PMID: 34438538 PMCID: PMC8393603 DOI: 10.3390/children8080647] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Revised: 07/23/2021] [Accepted: 07/25/2021] [Indexed: 12/05/2022]
Abstract
Adolescents are increasingly finding school difficult and physical, mental and social problems increase the risk of exclusion. School health services help to identify problems and prevent them from escalating and the school nurse should be consulted when children are struggling academically. This study explored associations between school difficulties and the use of school health nurse services by 73,680 comprehensive school students with median age of 15.3. The study was based on nationally representative data from the 2017 Finnish School Health Promotion study and analyzed by gender. Difficulties in schooling were common and ranged from 9.9–32.7%. Girls reported difficulties more frequently than boys. Having self-reported difficulties was associated with greater use of school health nurse services, with girls seeking help more often than boys with similar issues and more boys saying they had no need for services. In addition, more self-reported difficulties with schooling were associated with unmet need for school health nurse services. School difficulties were associated with greater use of the school health nurse service use when the data were controlled for background factors. This study highlights shortcomings in access to school health nurse services by children with self-reported school difficulties and that girls were more likely report problems and seek help.
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van Dalen M, Hermans MM, Leemreis WH, Kraaij V, De Laat PCJ, Pasmans SGMA, Versnel SL, Koudstaal MJ, Hillegers MHJ, Utens EMWJ, Okkerse JME. Emotional and Behavioral Problems in Children With a Cleft Lip With or Without Palate or an Infantile Hemangioma. Cleft Palate Craniofac J 2021; 59:S74-S83. [PMID: 34293942 DOI: 10.1177/10556656211031411] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
OBJECTIVE Life can be challenging for children with a visible difference due to a medical condition, and they might be at risk for emotional and behavioral problems. This study examines emotional and behavioral problems in children with a cleft lip with or without palate (CL ± P) or an infantile hemangioma (IH) in relation to the visibility of the condition, the presence of additional condition-related problems, and parental affect. SETTING This cross-sectional study took place in an academic medical hospital in the Erasmus MC Sophia Children's Hospital, the Netherlands. PARTICIPANTS A total of 309 parents (mean age = 40.34, 44.00% male) of 182 children with CL ± P and 48 parents (mean age = 39.21, 37.50% male) of 33 children with an IH completed questionnaires. Children were 1.5 to 12 years old. RESULTS Parents reported fewer child emotional and behavioral problems compared to normative data. Problems reported were mainly related to learning difficulties and parent gender, while visibility of the condition had no significant influence. Parental negative affect was related to child internalizing problems. Parental positive affect was not related to any of the outcome measures. CONCLUSIONS Parents reported fewer problems for their children compared to normative data. This is inconsistent with previous research, showing similar or worse scores for these children compared to peers. Our findings may be explained by a protective parenting style, a response shift in parents, or problems developing at a later point in life.
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Affiliation(s)
- Marije van Dalen
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
| | - Mireille M Hermans
- Department of Dermatology, Centre of Pediatric Dermatology, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
| | - Willem H Leemreis
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
| | - Vivian Kraaij
- Clinical Psychology, Leiden University, the Netherlands
| | - Peter C J De Laat
- Department of Pediatrics, Erasmus MC, University Medical Center Rotterdam, the Netherlands
| | - Suzanne G M A Pasmans
- Department of Dermatology, Centre of Pediatric Dermatology, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
| | - Sarah L Versnel
- Department of Plastic and Reconstructive Surgery and Hand Surgery, The Dutch Craniofacial Centre, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
| | - Maarten J Koudstaal
- Department of Oral and Maxillofacial Surgery, The Dutch Craniofacial Centre, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
| | - Manon H J Hillegers
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
| | - Elisabeth M W J Utens
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands.,Research Institute of Child Development and Education, University of Amsterdam, the Netherlands.,Academic Center for Child Psychiatry Levvel/Department of Child and Adolescent Psychiatry, Academic Medical Center, Amsterdam, the Netherlands
| | - Jolanda M E Okkerse
- Department of Child and Adolescent Psychiatry/Psychology, Erasmus MC Sophia Children's Hospital, University Medical Center Rotterdam, the Netherlands
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Bigozzi L, Malagoli C, Pecini C, Pezzica S, Vezzani C, Vettori G. Attention Components and Spelling Accuracy: Which Connections Matter? CHILDREN-BASEL 2021; 8:children8070539. [PMID: 34202526 PMCID: PMC8306956 DOI: 10.3390/children8070539] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/07/2021] [Revised: 06/11/2021] [Accepted: 06/20/2021] [Indexed: 01/30/2023]
Abstract
Attention and working memory are cross-domain functions that regulate both behavioural and learning processes. Few longitudinal studies have focused on the impact of these cognitive resources on spelling skills in the early phase of learning to write. This longitudinal study investigates the contributions of attention and working memory processes to spelling accuracy and handwriting speed in 112 primary school children (2nd, 3rd, and 4th grade; age range: 7.6-9.4 years) learning to write in the Italian transparent orthography. Standardised batteries were used to assess their attention and working memory skills, as well as their spelling. Homophone and non-homophone errors were measured, as they may involve different attentional and working memory processes. The results showed that, for 2nd grade children, selective attention shifting, planning, and inhibition predicted non-homophone errors, whereas sequential working memory predicted homophone errors and writing speed was explained by planning and selective attention. In 3rd grade, only homophone errors were predicted by planning and inhibition. No significant relationships were found in 4th grade, nor in the transition across grades. Dynamic and diversified roles of attentional and working memory processes in predicting different writing skills in early primary school years emerged, with a gradual decrease in the attention-writing relationship with age.
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Affiliation(s)
- Lucia Bigozzi
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Firenze, Italy; (L.B.); (C.P.); (C.V.); (G.V.)
| | - Chiara Malagoli
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Firenze, Italy; (L.B.); (C.P.); (C.V.); (G.V.)
- Correspondence:
| | - Chiara Pecini
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Firenze, Italy; (L.B.); (C.P.); (C.V.); (G.V.)
| | - Sara Pezzica
- Italian Association for Attention Deficits and Hyperactivity Disorder (A.I.D.A.I), Viale F. Redi 127, 50125 Firenze, Italy;
| | - Claudio Vezzani
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Firenze, Italy; (L.B.); (C.P.); (C.V.); (G.V.)
| | - Giulia Vettori
- Department of Education, Languages, Intercultures, Literatures and Psychology (FORLIPSI), University of Florence, Via di San Salvi 12, 50135 Firenze, Italy; (L.B.); (C.P.); (C.V.); (G.V.)
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