Eye-Gaze Digital Games Improve Motivational and Attentional Abilities in Rett Syndrome

Fabio, Rosa Angela; Caprì, Tindara; Nucita, Andrea; Iannizzotto, Ginacarlo; Mohammadhasani, Nasrin

doi:10.19057/jser.2019.43

Cited by 29 publications

(28 citation statements)

References 153 publications

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“…This is crucial in supporting the use of tDCS as a promising alternative for rehabilitation in an RTT population. Currently, multiple therapies such as cognitive, physical, occupational, speech therapy, and others have been shown to be effective in promoting improved communication, motor control and cognitive abilities of subjects with RTT [32][33][34][35][36][37]. However, the question is open: What is missing is the knowledge about the exact combination of these trainings with tDCS and the extent of practice required to promote skill development.…”

Section: Introductionmentioning

confidence: 99%

Effects of Combined Transcranial Direct Current Stimulation with Cognitive Training in Girls with Rett Syndrome

et al. 2020

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Background: Transcranial Direct Current Stimulation (tDCS) combined with traditional rehabilitative techniques has not been widely applied to Rett Syndrome (RTT). The aim of this study was to examine the effects of combined cognitive traditional training with tDCS applied to attention and language measures in subjects with RTT. Methods: 31 subjects with RTT were randomly allocated into two groups: non-sham tDCS (n = 18) and sham tDCS (n = 13). The former received the integrated intervention non-sham tDCS plus cognitive empowerment during the treatment phase. The latter received sham stimulation plus cognitive empowerment. All participants underwent neurological and cognitive assessment to evaluate attention and language measures: before integrated treatment (pre-test phase), at the conclusion of the treatment (post-test phase), and at 1 month after the conclusion of the treatment (follow-up phase). Results: the results indicated longer attention time in the non-sham tDCS group compared to the sham tDCS group with a stable trend also in the follow-up phase; an increase of the number of vowel/phoneme sounds in the non-sham tDCS group; and an improvement in the neurophysiological parameters in the non-sham tDCS group. Conclusions: This study supports the use of tDCS as a promising and alternative approach in the RTT rehabilitation field.

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Section: Introductionmentioning

confidence: 99%

Effects of Combined Transcranial Direct Current Stimulation with Cognitive Training in Girls with Rett Syndrome

et al. 2020

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“…The underlying rationale of this project is two-fold: technological and psychological. From the technological point of view, RTT patients suffer from severe difficulties in physical interaction, which in some cases leave them with only the ability to communicate and interact by means of their eye gaze (Fabio et al, 2018b ). This requires technological support based on gaze tracking to allow for interaction with other people and with other technological platforms (Caprì et al, 2020a ).…”

Section: Introductionmentioning

confidence: 99%

Social and Cognitive Interactions Through an Interactive School Service for RTT Patients at the COVID-19 Time

Dovigo¹,

Caprì

Iannizzotto

et al. 2021

Front. Psychol.

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Background: The closure of all educational institutions and most rehabilitation centres represents a precautionary measure to face the COVID-19 pandemic, but the isolation and social distancing may be particularly challenging for children with special needs and disabilities (SEND), such as Rett Syndrome (RTT). The main aim of this study was to promote cognitive and social interactions among children with RTT through an interactive school program.Methods: The Interactive School palimpsest was composed of moments in which a teacher spoke directly to children with RTT and expected a response through eye gaze, and moments in which storeys-cartoon were presented while tracking the eye gaze of children. We investigated behavioural, social and cognitive parameters.Results: Children participated in both social and cognitive tasks with the spontaneous reduction of stereotypies and with increase in attention. They recalled more significant indexes when music or a song was presented together with a cartoon or a cognitive task.Conclusions: This study provides initial insights in promoting cognitive and social interactions and in the support needs of families with a child with RTT during the COVID-19 pandemic.

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“…The underlying rationale of this project is twofold: technological and psychological. From the technological point of view, RTT patients suffer from severe di culties in physical interaction, which in some cases leave them with only the ability to communicate and interact by means of their eye gaze [10]. This requires a technological support based on gaze tracking to allow for interaction with other people and with other technological platforms [11].…”

Section: Introductionmentioning

confidence: 99%

Social and cognitive interactions through an interactive school service for RTT patients at the COVID-19 time

Dovigo

Caprì

Iannizzotto

et al. 2020

Preprint

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Background The closure of all educational institutions and most rehabilitation centers represents a precautionary measure to face the COVID-19 pandemic, but the isolation and social distancing may be particularly challenging for children with special needs and disabilities (SEND), such as Rett Syndrome (RTT). The main aim of this study was to promote cognitive and social interactions among children and girls with RTT, through the interactive school program Methods The Interactive School palimpsest was composed of moments in which the teacher spoke directly to the subjects with RTT and expected a response through eye gaze, and moments in which stories-cartoon were presented while tracking the eye gaze of the patients. We investigated behavioural, social and cognitive parameters. Results Patients attended both social and cognitive tasks with the spontaneous reduction of stereotypies and with the increase of attention. They recalled more significant indexes when the music or the song was presented together with the cartoon or the cognitive task. Conclusions this study provides initial insights in promoting cognitive and social interactions and into the support needs of families with a child with RTT during the COVID-19 pandemic.

show abstract

Eye-Gaze Digital Games Improve Motivational and Attentional Abilities in Rett Syndrome

Cited by 29 publications

References 153 publications

Effects of Combined Transcranial Direct Current Stimulation with Cognitive Training in Girls with Rett Syndrome

Effects of Combined Transcranial Direct Current Stimulation with Cognitive Training in Girls with Rett Syndrome

Social and Cognitive Interactions Through an Interactive School Service for RTT Patients at the COVID-19 Time

Social and cognitive interactions through an interactive school service for RTT patients at the COVID-19 time

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