Parent-based training of basic number skills in children with Down syndrome using an adaptive computer game. (May 2021)

• Record Type: Journal Article
• Authors: Lanfranchi, Silvia; Onnivello, Sara; Lunardon, Maristella; Sella, Francesco; Zorzi, Marco
• Is Part Of: Research in developmental disabilities. Volume 112(2021)
• Publication Date: 2021-05
• Subjects: Down syndrome -- Basic number skills -- Training -- Number Race; Developmental disabilities -- Periodicals; Developmentally disabled -- Research -- United States -- Periodicals; Developmentally disabled children -- Education -- Research -- United States -- Periodicals; Developmental Disabilities -- Periodicals; Disabled -- Periodicals; Mental Retardation -- rehabilitation -- Periodicals; Personnes atteintes de troubles du développement -- Recherche -- États-Unis -- Périodiques; Enfants atteints de troubles du développement -- Éducation -- Recherche -- États-Unis -- Périodiques; Développement, Troubles du -- Recherche -- États-Unis -- Périodiques; 616.858800
• DOI: 10.1016/j.ridd.2021.103919
• Languages: English
• ISSNs: 0891-4222

Abstract

Highlights: Computer-based training with "The Number Race" improves number skills in children with Down syndrome. Training administered by parent vs. expert yield similar overall gains. Improvements in mental calculation are less evident in children trained by parents. "The Number Race" is effective in a home-based setting. Abstract: Background: Numeracy is an area of difficulty for children with Down syndrome (DS). It has been demonstrated that The Number Race, a non-commercial adaptive computer game designed to foster basic mathematical abilities, represents a promising instrument to enhance these skills in children with DS when delivered by an expert in a clinical setting. Aims: In the present study, we assessed the efficacy of The Number Race when administered at home by properly instructed and remotely supervised parents. Methods and procedures: Basic numerical skills were assessed before and after training, as well as at three-months follow-up. Performance of children with DS who worked at home with the parent (PG) was compared with that of children who received the training by an expert (EG). For both groups, the training lasted ten weeks, with two weekly sessions of 20−30 min. Outcomes and results: Results show that both groups improved across various measures of numerical proficiency, including the overall score of the numeracy assessment battery, while only the EG showed an improvement in a measure of mental calculation. The improvements were maintained three months after the end of the training. Conclusions and implications: These findings confirm the efficacy of The Number Race and extend it to an home-based setting, whereby parents administer the training with external supervision.