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

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.

Prolonged screen watching behavior is associated with high blood pressure among children and adolescents: a systematic review and dose-response meta-analysis.

BACKGROUND: Numerous cardio-metabolic risk factors influence screen-related behaviors in children and adolescents. Numerous studies with inconsistent results revealed a relationship between blood pressure and screen time in the children and adolescents. This systematic review and meta-analysis summarized the data regarding the relationship between screen time and hypertension (HTN) in children and adolescents. METHODS: We examined three electronic databases, including Scopus, PubMed, and Embase to find the recent research on the relationship between screen time and HTN up to 19 July 2022. Twenty papers were included in the final two-class and dose-response meta-analysis. We conducted subgrouping to identify the source of heterogeneity. RESULTS: The highest category of screen time increased the odds of HTN by 8% [odds ratio (OR): 1.15; 95% confidence interval (CI): 1.08, 1.23; P < 0.001; I2 = 83.20%] and 1.9 mmHg increase in systolic blood pressure [weighted mean difference (WMD): 1.89; 95% CI: 0.18-3.62; P = 0.030; I2 = 83.4]. However, there was no significant difference in diastolic blood pressure. Moreover, screen time in hypertensive children and adolescents was 0.79 h (47.4 min) higher than normotensive subjects (WMD: 0.79; 95% CI: 0.02, 1.56; P = 0.046; I2 = 92.8). A departure from linearity was observed between increased screen time [digital video discs, personal computers, and video games and HTN (Pnonlinearity = 0.049). CONCLUSION: This systematic meta-analysis review is the first to demonstrate a positive correlation between screen time and HTN in children and adolescents.

Effectiveness of perceptual-motor exercises and physical activity on the cognitive, motor, and academic skills of children with learning disorders: A systematic review.

BACKGROUND: Children with specific learning disorders (SLD) may have issues in cognitive, motor, and academic skills, affecting their mental health and level of participation in academic and nonacademic activities at school and in everyday life. Research shows that perceptual-motor (PM) exercises and physical activities can improve the cognitive and motor skills of typically developing children. To use PM exercises as an intervention in clinical practice for children with learning disorders, or to use it in future research, it seems necessary to discuss and summarize the existing documents in this group of children. OBJECTIVES: We aimed to appraise the extent, and the quality of studies about PM interventions for enhancing cognitive, motor, and academic skills in children with learning disorders. METHODS: The search was performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Articles published between January 2000 and June 2022 were searched in the following scientific databases: PubMed, Medline, Scopus, Web of Science, Cochrane library, Science direct, and Google Scholar. The study eligibility criteria were previously established according to the PICOS model. The Physiotherapy Evidence Database (PEDro) scale was used to assess the methodological quality of the studies, and the Cochrane Collaboration tool (ROB2) was used to assess the risk of bias. RESULTS: The initial search yielded 2160 studies among which 10 studies were systematically reviewed. The total number of participants was 483 children (intervention: 251; control: 232). Findings showed significant improvements in cognitive skills (n = 7/8) such as working memory, attention, and information processing speed. In addition, studies showed that PM and physical activity interventions could increase academic performance (n = 4/5) and motor skills (n = 5/5) in children with LD. Results regarding the mental health effects of PM exercises (n = 1/3) are few in number and contradicting. DISCUSSION: PM exercises may positively affect cognitive, motor, and academic skills in children with SLD; However, due to the small number of studies, fair methodological quality, and high risk of bias, caution should be taken when interpreting the results.

Impact of Psychosocial Occupational Therapy Combined with Anodal Transcranial Direct Current Stimulation to the Left Dorsolateral Prefrontal Cortex on the Cognitive Performance of Patients with Schizophrenia: A Randomized Controlled Trial.

BACKGROUND: The most common cognitive dysfunctions in patients with schizophrenia are information processing, memory, and learning. Based on the hypothesis of rehabilitation and brain stimulation in memory and learning, adding a form of neuromodulation to conventional rehabilitation might increase the effectiveness of treatments. AIMS: To explore the effects of psychosocial occupational therapy combined with anodal Transcranial Direct Current Stimulation (tDCS) on cognitive performance in patients with Schizophrenia. METHODS: Twenty-four patients diagnosed with schizophrenia were randomized into the experimental and control groups. We used The Cambridge Neuropsychological Test Automated Battery (CANTAB) and the Loewenstein Occupational Therapy Cognitive Assessment battery (LOTCA) to assess spatial recognition, attention, visual memory, learning abilities, and high-level cognitive functions like problem-solving. All participants received customized psychosocial occupational therapy activities. Furthermore, the experimental group received 12 sessions of active anodal tDCS for 20 minutes with 2 mA intensity on the left dorsolateral prefrontal cortex (DLPFC) while the patients in the sham group received sham tDCS. RESULTS: Combining tDCS to conventional psychosocial occupational therapy resulted in a significant increase in spatial memory, visual learning, and attention. CONCLUSIONS: Anodal tDCS on the left DLPFC improved visual memory, attention, and learning abilities. Contrary to our expectations, we could not find any changes in complex and more demanding cognitive functions.