The challenge of remote treatment in neuropsychological intervention for reading and spelling in dyslexia: A prospective observational cohort study

Abstract

Telemedicine approaches have proved to be valuable solutions for the delivery of treatment for many health‐related issues, and crucial during the pandemics. Nonetheless, the efficacy of such Web‐based practices in developmental dyslexia needs to be thoroughly evaluated. To this aim, the effects of a multi‐componential program for neuropsychological intervention in dyslexia delivered as an outpatient program were compared with those obtained with a remotely delivered, Web‐based treatment, based on the same methodological principles and delivered with the same duration and intensity. The treatment‐related changes obtained with a combination of visual hemisphere‐specific stimulation and training of visual–spatial attention through action video games, were compared to those obtained through remote treatment via the Tachidino Web‐based platform. Both treatments had a duration of 4 weeks. The same battery of reading and phonemic awareness tests was delivered in presence, before and after treatment, as well as at 6‐months follow‐up. User satisfaction was assessed through parents and user questionnaires. Both treatments were significantly and similarly effective in improving reading speed, reading accuracy, and writing accuracy. No reduction in the effects was observed after treatment discontinuation. The Web‐based treatment may thus offer a valid alternative to in‐person intervention, optimizing the flexibility, capillary diffusion and cost‐effectiveness of intervention.

Remote treatment of developmental dyslexia: how ADHD comorbidity, clinical history and treatment repetition may affect its efficacy

“…The effectiveness of the program has been shown in comparison with the effects of the combination of the two components of the program (VHSS and AVG) delivered as an in-presence treatment for the same duration and amount of time ( 16 ). A recent study focusing on possible differences in Tachidino treatment outcomes specifically related to the age of the child or the severity of the impairments showed significant gains in reading and writing skills after 1 month of treatment in all groups ( 2 ).…”

“…Overall, previous investigations of the effectiveness of intervention via the Tachidino platform were based either on comparisons with treatments involving the same theoretical and methodological principles but on an inpatient, in-person modality ( 16 ) or on comparisons with other types of treatment (usually also delivered in person) ( 17 ), or still on comparisons between subgroups of children differing on age, subtype or severity ( 2 ). However, the direct comparison with a control group not receiving treatment was still lacking.…”