Effect of Computer Assisted Cognitive Training to Enhance Academic Performance among Children with Intellectual Disability

Abstract

Introduction Pediatric occupational therapy uses a number of intervention techniques to enhance children's engagement and participation in life responsibilities. Marginalization, social isolation, and diminished self-esteem can result from being unable to engage due to a sickness, disability, or skill deficit. Children's responsibilities include gaining self-reliance, learning to work hard, and taking part in play and other activities. A child's performance in carrying out daily tasks, how their performance is impacted by a handicap, and how their environment supports or hinders their performance are all factors that occupational therapists consider when choosing therapies for children. (Iona Novak et al., 2019)

 Intellectual disability is the most common developmental disability, affecting 0.8% to 3% of the population. Definitions of intellectual disability have three key factors : significantly impaired intellectual ability, usually on standardized psychoeducational tests, onset before 18 years of age; and impairment of the adaptive abilities necessary for the independent living (i.e.; communication, ADLs, instrumental activities of daily living (IADLs), work, play/leisure, education, and social participation. (Case-Smith et al., 2013). The diagnostic and statistical manual of mental disorders (DSM – 5; American psychiatric association 2013) identifies three domains of adaptive functioning; conceptual, social, and practical. To be diagnosed with ID, individuals must show impairment in at least one domain. Children with mild intellectual disabilities may be able to learn basic computations, but maybe unable to apply concepts appropriately in a problem solving situation (Beirne-Smith et al., 2006). A growing body of research has indicated that children with moderate to severe intellectual disabilities can be taught academics as a means to gain information, participate in social settings, increase their orientation and mobility, and make choices. (Browder et al., 2006). When compared to peers without impairments, people with intellectual disabilities build their knowledge sets more slowly, and they struggle to apply knowledge to novel contexts. (Beirne-Smith et al., 2006).

Objectives

• To identify the children who are intellectual disabled of age group 5-10 years (chronological age) with poor academic skills, using the academic performance rating scale.


• To find out the effect of conventional occupational therapy to improve academic skills in control group.


• To find out the effect of computer assisted cognitive training to improve academic skills in experimental group.


• To compare the post test scores between the control group (conventional occupational therapy) and experimental group (computer assisted cognitive re- training).

   Methods:  The participants of the study were children with intellectual disability aged 5- 10 years. There were 30 children in total and were divided into two groups namely, control and experimental group with 15 participants in each group. The participants in the experimental group received computer assisted cognitive training for 40 minutes per session (3 sessions per week) for about 3 months. They underwent training for about 36 sessions in total. Meanwhile the participants in control group received their conventional occupational therapy for the same duration. The pre-test and post-test scores of the children in both the groups were assessed using the academic performance rating scale.

Results: Results indicated that the experimental group showed statistically significant improvement in enhancing academic performance with the use of computer assisted cognitive training when compared to control group.

Conclusions: From the findings of this study, it was concluded that Computer assisted cognitive training has proved its effect in enhancing academic performance among children with Intellectual Disability.