Liverani Maria Chiara, Siffredi Vanessa, Mikneviciute Greta, Mazza Emma, Ha-Vinh Leuchter Russia, Hüppi Petra Susan, Borradori Tolsa Cristina, Gentaz Edouard
Division of Development and Growth, Department of Paediatrics, Gynaecology and Obstetrics, Geneva University Hospitals, 1205 Geneva, Switzerland.
SensoriMotor, Affective and Social Development Laboratory, Faculty of Psychology and Educational Sciences, University of Geneva, 1000 Geneva, Switzerland.
Children (Basel). 2024 Aug 8;11(8):956. doi: 10.3390/children11080956.
BACKGROUND/OBJECTIVES: Premature birth can lead to socio-emotional, behavioural and executive problems that impact quality of life and school performance in the long term. The aim of this pilot study was to evaluate the feasibility and efficacy of a 12-week computerised training called Vis-à-vis to enhance these competencies in a cohort of very preterm (VPT) children aged 6 to 9.
This pilot randomised controlled trial included 45 children born before 32 gestational weeks. Socio-emotional, behavioural and executive competencies were evaluated at three time points using computerised tasks, neuropsychological tests and questionnaires.
Among the eligible VPT children, 20% (n = 45) accepted to be part of the study, and 40% (n = 18) dropped out. Finally, 60% (n = 27) of the enrolled participants completed the study. Results showed a significant improvement in emotion knowledge and recognition immediately after the completion of the training.
Overall, our results indicate that the implementation of this type of computerised training is feasible, but the overall compliance is unsatisfactory given the high dropout rate. Nevertheless, the positive effect of the training on emotion recognition encourages further exploration of these kinds of interventions to prevent adverse consequences in children born too soon.
背景/目的：早产可能导致社会情感、行为和执行功能方面的问题，长期影响生活质量和学业表现。这项试点研究的目的是评估一项名为“面对面”的为期12周的计算机化训练在增强6至9岁极早产儿（VPT）群体这些能力方面的可行性和有效性。
这项试点随机对照试验纳入了45名孕周小于32周出生的儿童。在三个时间点使用计算机化任务、神经心理学测试和问卷对社会情感、行为和执行功能进行评估。
在符合条件的VPT儿童中，20%（n = 45）同意参与研究，40%（n = 18）退出。最终，60%（n = 27）的登记参与者完成了研究。训练结束后，情绪知识和识别能力立即有显著改善。
总体而言，我们的结果表明实施这类计算机化训练是可行的，但鉴于高退出率，总体依从性并不理想。尽管如此，训练对情绪识别的积极作用鼓励进一步探索这类干预措施，以预防早产儿童出现不良后果。
