Marina Kathie, Drynan Donna, Tiessen Esther
Therapy Department, Sunny Hill Health Centre for Children, Vancouver, British Columbia, Canada.
Disabil Rehabil Assist Technol. 2012 May;7(3):249-60. doi: 10.3109/17483107.2011.635329. Epub 2011 Nov 23.
To evaluate the effectiveness of two instructional techniques in teaching electronic row-column scanning to children with cerebral palsy.
Two case series involving four participants each. Eight children, four boys and four girls (ages 3-13 years), were assigned to one of two intervention groups and completed three baseline and five intervention sessions. One intervention (n = 4) consisted of computer-based activities alone, while the other intervention (n = 4) consisted of a sequential approach starting with paper-based activities and then shifting to computer-based activities.
Participants within both groups demonstrated varying degrees of skill mastery (80% accuracy or better) of linear and, for some, electronic row-column scanning within the training phases of the intervention sessions. However, there was no clinically important change in test scores between baseline and outcome measures for either group.
Significant challenges exist when studying the effectiveness of instructional techniques for teaching electronic row-column scanning to children with cerebral palsy. These case series provide information regarding the importance of selecting the most appropriate scanning technique to ensure reliable switch activation, carefully structuring the teaching environment to optimize learning, and being cognizant of the impact of fatigue and motivation on performance. [Box: see text].
评估两种教学技术在向脑瘫儿童教授电子行列扫描方面的有效性。
两个病例系列，每个系列有四名参与者。八名儿童，四名男孩和四名女孩（年龄3至13岁），被分配到两个干预组之一，并完成了三次基线测试和五次干预课程。一种干预措施（n = 4）仅包括基于计算机的活动，而另一种干预措施（n = 4）则采用循序渐进的方法，从基于纸张的活动开始，然后转向基于计算机的活动。
两组参与者在干预课程的训练阶段均表现出不同程度的线性技能掌握（准确率达80%或更高），部分参与者还掌握了电子行列扫描技能。然而，两组的基线测试分数与结果测量之间在临床上均无显著变化。
在研究向脑瘫儿童教授电子行列扫描的教学技术有效性时存在重大挑战。这些病例系列提供了有关以下方面重要性的信息：选择最合适的扫描技术以确保可靠的开关激活、精心构建教学环境以优化学习，以及认识到疲劳和动机对表现的影响。[方框内容：见正文]
