Dovigo Lucia, Caprì Tindara, Iannizzotto Giancarlo, Nucita Andrea, Semino Martina, Giannatiempo Samantha, Zocca Lia, Fabio Rosa Angela
Airett Innovation and Research Center, Verona, Italy.
Department of Clinical and Experimental Medicine, University of Messina, Messina, Italy.
Front Psychol. 2021 Jun 24;12:676238. doi: 10.3389/fpsyg.2021.676238. eCollection 2021.
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. 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. 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. 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.
关闭所有教育机构和大多数康复中心是应对新冠疫情的一项预防措施，但对于有特殊需求和残疾的儿童（如雷特综合征患儿）而言，隔离和社交距离可能尤其具有挑战性。本研究的主要目的是通过一个互动式学校项目促进雷特综合征患儿的认知和社交互动。互动式学校记录包括教师直接与雷特综合征患儿交谈并期望通过眼神交流得到回应的时刻，以及在展示楼层卡通片时跟踪患儿眼神的时刻。我们调查了行为、社交和认知参数。患儿参与了社交和认知任务，刻板行为自发减少，注意力有所提高。当音乐或歌曲与卡通片或认知任务一起呈现时，他们能回忆起更重要的指标。本研究为在新冠疫情期间促进认知和社交互动以及满足雷特综合征患儿家庭的支持需求提供了初步见解。
