Tangible digital collaborative storytelling in adolescents with intellectual disability and neurodevelopmental disorders.

BACKGROUND: Collaborative storytelling can be a helpful tool to promote cognitive and social skills in adolescents with neurodevelopmental disorders. AIMS: The current study aimed to explore the benefits of collaborative storytelling using traditional (TST), digital (DST), and tangible digital (TDST) methodologies. MATERIALS AND METHODS: Fourteen Spanish students with mild to moderate intellectual disability and other neurodevelopmental comorbid disorders participated in collaborative storytelling sessions in the classroom, following an experimental, mixed, and cross-sectional design. The study comprised three individual assessments of narrative skills and eight collaborative storytelling sessions using different storytelling methodologies. Individual and collaborative stories were videotaped, transcribed verbatim, and analysed for formal and content characteristics. Behaviours and interactions during the collaborative storytelling were analysed for each group and session. RESULTS: The results show a positive effect of collaboration on students' stories, compared to individual performance, regardless of the methodology used. CONCLUSION: Collaboration, technological device handling, and shared storytelling did not present a barrier for the participants.

Examining the synergistic effects of a cognitive control video game and a home-based, self-administered non-invasive brain stimulation on alleviating depression: the DiSCoVeR trial protocol.

Enhanced behavioral interventions are gaining increasing interest as innovative treatment strategies for major depressive disorder (MDD). In this study protocol, we propose to examine the synergistic effects of a self-administered home-treatment, encompassing transcranial direct current stimulation (tDCS) along with a video game based training of attentional control. The study is designed as a two-arm, double-blind, randomized and placebo-controlled multi-center trial (ClinicalTrials.gov: NCT04953208). At three study sites (Israel, Latvia, and Germany), 114 patients with a primary diagnosis of MDD undergo 6 weeks of intervention (30 × 30 min sessions). Patients assigned to the intervention group receive active tDCS (anode F3 and cathode F4; 2 mA intensity) and an action-like video game, while those assigned to the control group receive sham tDCS along with a control video game. An electrode-positioning algorithm is used to standardize tDCS electrode positioning. Participants perform their designated treatment at the clinical center (sessions 1-5) and continue treatment at home under remote supervision (sessions 6-30). The endpoints are feasibility (primary) and safety, treatment efficacy (secondary, i.e., change of Montgomery-Åsberg Depression Rating Scale (MADRS) scores at week six from baseline, clinical response and remission, measures of social, occupational, and psychological functioning, quality of life, and cognitive control (tertiary). Demonstrating the feasibility, safety, and efficacy of this novel combined intervention could expand the range of available treatments for MDD to neuromodulation enhanced interventions providing cost-effective, easily accessible, and low-risk treatment options.ClinicalTrials.gov: NCT04953208.

A novel task and methods to evaluate inter-individual variation in audio-visual associative learning.

Learning audio-visual associations is foundational to a number of real-world skills, such as reading acquisition or social communication. Characterizing individual differences in such learning has therefore been of interest to researchers in the field. Here, we present a novel audio-visual associative learning task designed to efficiently capture inter-individual differences in learning, with the added feature of using non-linguistic stimuli, so as to unconfound language and reading proficiency of the learner from their more domain-general learning capability. By fitting trial-by-trial performance in our novel learning task using simple-to-use statistical tools, we demonstrate the expected inter-individual variability in learning rate as well as high precision in its estimation. We further demonstrate that such measured learning rate is linked to working memory performance in Italian-speaking (N = 58) and French-speaking (N = 51) adults. Finally, we investigate the extent to which learning rate in our task, which measures cross-modal audio-visual associations while mitigating familiarity confounds, predicts reading ability across participants with different linguistic backgrounds. The present work thus introduces a novel non-linguistic audio-visual associative learning task that can be used across languages. In doing so, it brings a new tool to researchers in the various domains that rely on multi-sensory integration from reading to social cognition or socio-emotional learning.

Reading Skill Profiles in School-Aged Italian-Speaking Children: A Latent Profile Analysis Investigation into the Interplay of Decoding, Comprehension and Attentional Control.

Our study examined the complex relationships among reading performance (decoding, comprehension) and language, visuo-spatial, and attentional control abilities in 115 Italian-speaking children. Latent profile analysis was used to identify distinct clusters of participants showcasing quantitative differences in decoding skills, including word, pseudo-word, text reading speed and accuracy. Then, we used this classification to investigate group differences in a variety of linguistic, working memory, and visuo-spatial tasks, as well as in reading comprehension skills, by means of multivariate and univariate tests. Our results reveal significant links between reading proficiency and several key factors: language skills, visuo-spatial abilities, and attentional control. These findings illuminate the nuanced impact of domain-general processes that govern a series of linguistic and visuo-perceptive subcomponents during reading tasks. Additionally, using dominance analysis, predictors of written text comprehension were identified. Our findings suggest that effective reading comprehension relies on a synergistic interplay of adequate reading speed, attentional control, working memory, and verbal fluency, accounting for 23% of the explained variance. This study highlights the multifaceted nature of reading proficiency and suggests that a broader perspective is necessary to fully understand reading development and support its improvement.

Enhancing reading skills through a video game mixing action mechanics and cognitive training.

In modern societies, training reading skills is fundamental since poor-reading children are at high risk of struggling both at school and in life. Reading relies not only on oral language abilities but also on several executive functions. Considering their importance for literacy, training executive functions-particularly, attentional control has been suggested as a promising way of improving reading skills. For this reason, we developed a video game-based cognitive intervention aimed at improving several facets of executive functions. This game is composed of mini-games that apply gamified versions of standard clinical exercises linked through a game environment with action video game dynamics. Here, in a study involving 151 typically reading children, we demonstrated that after this general-domain behavioural intervention reading abilities, as well as attentional and planning skills, were significantly improved. Our results showed that training attentional control can translate into better reading efficiency, maintained at a follow-up test 6 months later.

Effects of Cognitive Training Programs on Executive Function in Children and Adolescents with Autism Spectrum Disorder: A Systematic Review.

BACKGROUND: Autism Spectrum Disorder is often associated with deficits in executive functions (EFs), which is contributing significantly to individuals with ASD's difficulties in conducting an independent life, particularly considering social skills. Technologies offer promising opportunities to structure EF intervention programs for children on the autistic spectrum. METHODS: This study aimed to review the effectiveness of randomized controlled trials or quasi-experimental studies of EF interventions delivered to children and young people (up to 23 years old) with a diagnosis of ASD. A special focus was dedicated to document the effectiveness of computerized and non-computerized cognitive training on (1) EFs and on (2) ASD symptomatology and social skills. Of 2601 studies retrieved, 19 fulfilled the inclusion criteria. RESULTS: Most of the interventions identified were effective in enhancing EFs and reducing symptoms in children and young people with ASD. Limited evidence is available on their generalization to untrained skills (i.e., social abilities) as well as long-term effects. CONCLUSIONS: There is growing evidence for overall effectiveness of EF training, particularly when computerized. However, caution should be taken when interpreting these findings owing to methodological limitations, the minimal number of papers retrieved, and a small samples of included studies.