Effects Of Computer-based Interventions Research Articles

Web-Based Intervention Effects on Mild Cognitive Impairment Based on Apolipoprotein E Genotype: Quasi-Experimental Study

BackgroundApolipoprotein E (APOE) ε4 allele is a major genetic risk factor for Alzheimer disease and mild cognitive impairment (MCI). Computer-based training programs can improve cognitive performance in elderly populations. However, the effects of computer-based interventions on MCI APOE ε4 carriers have never been studied before.ObjectiveThe effects of different web-based interventions and the APOE isoform-specific differences in training outcomes are investigated.MethodsUsing a quasi-experimental study design, 202 participants with MCI aged 60 years and older took part in three different intervention programs (physical and cognitive [Long-Lasting Memories, or LLM], cognitive [Active Control, or AC], or physical intervention [Physical Training Control, or PTC]) via an innovative information and communication technologies exergaming platform. Participants in each interventional group were subdivided into APOE ε4 carriers and non–APOE ε4 carriers. All participants underwent an extensive neuropsychological evaluation before and after the training, blood tests, and brain imaging.ResultsAll interventions resulted in multiple statistically significant cognitive benefits after the intervention. Verbal learning (California Verbal Learning Test: immediate recall test score—LLM: P=.04; AC: P<.001), working memory (digit span forward and backward test scores—AC: P=.03; PTC: P=.02 and P=.006, respectively), and long-term memory (California Verbal Learning Test: delayed recall test score—LLM: P=.02; AC: P=.002; and PTC: P=.02) were improved. There was no statistically significant difference among the intervention effects. APOE ε4 presence moderates intervention effects as the LLM intervention improved only their task-switching processing speed (Trail Making Test, Part B: P=.03) and the PTC intervention improved only the working memory (digit span backward: P=.03). No significant performance alteration was noted for the APOE ε4+ cognitive AC training group.ConclusionsNone of the applied interventions could be identified as the optimal one; it is suggested, however, that combined cognitive and physical training and physical training via exergaming may be more effective for the high-risk MCI ΑPOE ε4+ subgroup.

English

The purpose of this paper was to analyse the effectiveness of computer-based interventions for anxiety-based disorders in Australia and to propose an alternative model for computer-based interventions through the focus of neuropsychotherapy. In order to illustrate the importance of this subject, the first chapter identified that not only does the number of Australians who have an anxiety-based disorder appear to be growing; only 37.8% of the Australians who have an anxiety-based disorder are actually seeking treatment. There is a large population of unmet need in the Australian community and that there is a demand for alternative treatment options that may address this unmet need. The second chapter identified that there is a significant economic impact for both the individual suffering from an anxiety-based disorder and the Australian community as a whole. As a result, this chapter suggests that there is both an ethical and financial incentive for the government to address the large population of unmet need in Australia. The third chapter suggests that the inclusion of Internet-based anxiety disorder treatment programs may potentially meet some of the unmet need in the Australian community. Consequently this chapter conducted a critical review of this literature and identified that human-supported web-based therapeutic interventions have been shown to have the capacity to be just as effective as traditional face-to-face psychotherapy with similar levels of client dropout and adherence rates. The fourth chapter identifies that the recent developments in neuropsychotherapy have improved mental healthcare and thus discusses how the principles of neuropsychotherapy are applied to the treatment of anxiety disorders in general. Chapter five specifies how Internet-based treatments and are conceptualized through neuroscience and neuropsychotherapy. Consequently, chapter six concludes this critical review by proposing an alternative web-based therapeutic intervention model based particularly on the analysis set out in Chapters four and five. This alternative model suggests that the human-supported web-based treatment include occasional traditional face-to-face interaction between the client and the therapist such that the web-based therapeutic session would not act as a stand-alone service but actually serve as a complimentary intervention combined with traditional face-to-face therapy.

The Effect of Computer-Based Intervention on Enhancing Visual Perception of Preschool Children with Autism: A Single-Subject Design Study

The purpose of the study is to examine the effectiveness of a computer-based intervention program for enhancing visual perceptual skills of preschool children with autism. The participants were recruited from a convenience sample including two children diagnosed with autism spectrum disorders and between the age of 4 and 5 years. The study was undertaken in the participants' homes. The instruments used to collect data include computer software programs, non-standardized two-dimensional tests, and a standardized test: The Developmental Test of Visual Perception-2 (DTVP-2). A singlesubject ABAB design was used to measure changes in the participants' visual perceptual skills. The results suggest that computer-based intervention is effective in improving the motor-reduced visual-perceptual skills in preschool children with autism. Both participants demonstrated an increase in the motor-reduced visual-perception composite score of the DTVP-2. The results from this study can add to the growing body of evidence in regards to the effect of computer-based interventions on improving motor-reduced visual perceptual skills in children with autism.

Use of Computer-Based Interventions to Teach Communication Skills to Children with Autism Spectrum Disorders: A Systematic Review

The purpose of this review is to provide a systematic analysis of studies involving the use of computer-based interventions (CBI) to teach communication skills to children with autism spectrum disorders (ASD). This review evaluates intervention outcomes, appraises the certainty of evidence, and describes software and system requirements for each included study. This review has three main aims: (a) to evaluate the evidence-base regarding CBI, (b) to inform and guide practitioners interested in using CBI, and (c) to stimulate and guide future research aimed at improving the efficiency and effectiveness of CBI in communication for individuals with ASD. Results suggest that CBI should not yet be considered a researched-based approach to teaching communication skills to individuals with ASD. However, CBI does seem a promising practice that warrants future research.

Predicting effects of computer-based intervention on structure and content of aphasic patients’ spoken language

Predicting effects of computer-based intervention on structure and content of aphasic patients’ spoken language

Effects of Computer-Based Intervention Through Acoustically Modified Speech (Fast ForWord) in Severe Mixed Receptive—Expressive Language Impairment

Seventy-seven children between the ages of 6 and 10 years, with severe mixed receptive-expressive specific language impairment (SLI), participated in a randomized controlled trial (RCT) of Fast ForWord (FFW; Scientific Learning Corporation, 1997, 2001). FFW is a computer-based intervention for treating SLI using acoustically enhanced speech stimuli. These stimuli are modified to exaggerate their time and intensity properties as part of an adaptive training process. All children who participated in the RCT maintained their regular speech and language therapy and school regime throughout the trial. Standardized measures of receptive and expressive language were used to assess performance at baseline and to measure outcome from treatment at 9 weeks and 6 months. Children were allocated to 1 of 3 groups. Group A (n = 23) received the FFW intervention as a home-based therapy for 6 weeks. Group B (n = 27) received commercially available computer-based activities designed to promote language as a control for computer games exposure. Group C (n = 27) received no additional study intervention. Each group made significant gains in language scores, but there was no additional effect for either computer intervention. Thus, the findings from this RCT do not support the efficacy of FFW as an intervention for children with severe mixed receptive-expressive SLI.

Effectiveness of using a computer to improve attention to visual analysis activities of five preschool children with disabilities

This study used a single-subject reversal research design to examine the effectiveness of using a computer to improve attention to visual analysis activities in five preschool children with disabilities in a special education programme. Baseline levels of attention to task behaviours were measured during the performance of fine motor tabletop visual analysis activities of matching, requiring shape recognition, counting, free drawing, and size and colour discrimination. During the intervention phase, computer-based visual analysis activities were introduced. Results suggest that each child's attention to task performance improved during the computer-based activities, when measured by the number of distractions, although sitting tolerance and visual attention to the task did not change. The findings of this study, although limited to five participants with developmental disabilities, suggest that the students were interested and motivated to engage in computer-based activities. More research is needed to examine a longer intervention phase and the effectiveness of computer-based intervention in natural settings such as a classroom. Copyright © 2000 Whurr Publishers Ltd.