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首页> 外文期刊>Frontiers in Psychology >Social and Cognitive Interactions Through an Interactive School Service for RTT Patients at the COVID-19 Time
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Social and Cognitive Interactions Through an Interactive School Service for RTT Patients at the COVID-19 Time

机译：通过在Covid-19次的RTT患者互动学校服务通过互动学校服务进行社会和认知互动

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Background: The closure of all educational institutions and most rehabilitation centres represents a precautionary measure to face the COVID-19 pandemic, but the isolation and social distancing may be particularly challenging for children with special needs and disabilities (SEND), such as Rett Syndrome (RTT). The main aim of this study was to promote cognitive and social interactions among children with RTT through an interactive school program. Methods: The Interactive School palimpsest was composed of moments in which a teacher spoke directly to children with RTT and expected a response through eye gaze, and moments in which storeys-cartoon were presented while tracking the eye gaze of children. We investigated behavioural, social and cognitive parameters. Results: Children participated in both social and cognitive tasks with the spontaneous reduction of stereotypies and with increase in attention. They recalled more significant indexes when music or a song was presented together with a cartoon or a cognitive task. Conclusions: This study provides initial insights in promoting cognitive and social interactions and in the support needs of families with a child with RTT during the COVID-19 pandemic.
机译：背景：所有教育机构和大多数康复中心的关闭代表了面对Covid-19大流行的预防措施，但孤立和社会偏移可能对具有特殊需求和残疾儿童（发送）的儿童来说特别具有挑战性（如RETT综合征） RTT）。本研究的主要目的是通过互动学校计划促进RTT的儿童之间的认知和社会互动。方法：互动学校Palimpsest由时刻组成，其中一名教师直接与RTT的儿童谈话，并通过眼睛凝视预计响应，以及在跟踪儿童眼睛凝视的同时展示店面 - 卡通的时刻。我们调查了行为，社会和认知参数。结果：儿童参与社交和认知任务，具有刻板型的自发减少，并随着注意的增加。当音乐或歌曲与卡通或认知任务一起举办时，他们回忆起更重要的指数。结论：本研究提供了促进认知和社会互动以及在Covid-19大流行期间与RTT中儿童的家庭的支持需求的初步见解。

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