Effect of the START-Play Physical Therapy Intervention on Cognitive Skills Depends on Caregiver-Provided Learning Opportunities.
Effect of the START-Play Physical Therapy Intervention on Cognitive Skills Depends on Caregiver-Provided Learning Opportunities.
复制标题
START-Play 物理治疗干预对认知技能的影响取决于护理人员提供的学习机会。
DOI：
10.1080/01942638.2022.2054301
复制
发表时间：
2022
影响因子：
2.1
通讯作者：
Dusing,StaceyC
中科院分区：
文献类型：
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作者：
Koziol,NatalieA;Butera,ChristianaD;Kretch,KariS;Harbourne,ReginaT;Lobo,MicheleA;McCoy,SarahW;Hsu,Lin-Ya;Willett,SandraL;Kane,AudreyE;Bovaird,JamesA;Dusing,StaceyC
AimsThis study evaluated whether beverver-provided learning opportunities moderated the effect of START-Play physical therapy intervention on the cognitive skills of young children with neuromotor delays，and whether START-Play impacted beverver-provided learning opportunities over time.MethodsOne hundred and twelve children with neuromotor delays（7-16 months）participated in a multisite randomized clinical trial evaluating the efficacy of START-Play.儿童在基线和3（干预后），6和12个月后基线进行评估。根据Bayley婴幼儿发展量表第三版认知量表对认知进行评分。照顾者花在提供学习机会的时间的比例编码从5分钟的儿童自由玩耍interaction.ResultsBaseline儿童提供的学习机会缓和3个月和12个月的影响，开始玩认知。认知增益由于启动游戏更明显的儿童的照顾者提供更多的学习机会。START-Play并没有影响beverver-provided learning opportunities over time.ConclusionsSTART-Play可能对儿童的认知产生持久的影响，但这种影响取决于照顾者为他们的孩子提供充足的机会来练习认知技能。应评估改善护理人员对START-Play原则的吸收和转移到日常生活中的策略。试验RegistrationClinicalTrials.gov NCT 02593825
AimsThis study evaluated whether caregiver-provided learning opportunities moderated the effect of START-Play physical therapy intervention on the cognitive skills of young children with neuromotor delays, and whether START-Play impacted caregiver-provided learning opportunities over time.MethodsOne hundred and twelve children with neuromotor delays (7–16 months) participated in a multisite randomized clinical trial evaluating the efficacy of START-Play. Children were assessed at baseline and 3 (post intervention), 6, and 12 months post baseline. Cognition was scored from the Bayley Scales of Infant & Toddler Development, Third Edition, cognitive scale. The proportion of time caregivers spent providing learning opportunities was coded from a 5-minute caregiver-child free play interaction.ResultsBaseline caregiver-provided learning opportunities moderated the 3- and 12-month effects of START-Play on cognition. Cognitive gains due to START-Play were more pronounced for children whose caregivers provided more learning opportunities. START-Play did not impact caregiver-provided learning opportunities over time.ConclusionsSTART-Play may have a lasting effect on children’s cognition, but this effect is contingent on caregivers providing their child with ample opportunities to practice cognitive skills. Strategies for improving caregivers’ uptake and transfer of START-Play principles to their daily routines should be evaluated.Trial RegistrationClinicalTrials.gov NCT02593825