PDF(Pubmed)
Abstract：
BACKGROUND: Intellectual disability is a neurodevelopmental disorder characterized by significant impairments in intellectual functioning and adaptive behavior. Cognitive flexibility and attention are crucial cognitive domains often affected in children with intellectual disability. This case report explores the novel use of transcranial alternating current stimulation, a noninvasive brain stimulation technique, to enhance these cognitive functions. The study\'s novelty lies in its focus on alpha-wave frequency transcranial alternating current stimulation targeting specific Brodmann areas and its potential sustained impact on cognitive flexibility and attention in the pediatric population with intellectual disability.
METHODS: The case study involved two elementary school students, both 7 years old with mild intellectual disability, one male and one female, both with Turkic ethnicity, from Shahid Fahmideh School for Exceptional Children in Khosrowshah, Iran. Both participants underwent a 2-week intervention with daily 20-minute sessions of transcranial alternating current stimulation at an alpha-wave frequency (10 Hz), targeting Brodmann areas F3 and P3. Cognitive flexibility and attention were assessed using the Wisconsin Card Sorting Test and the Clock Test, administered at four time points: pre-intervention, week 1, week 2, and 1 month post-intervention. Statistical analysis showed significant improvements in both Wisconsin Card Sorting Test and Clock Test scores for both participants compared with baseline, with sustained enhancement over time.
CONCLUSIONS: The findings from this case report indicate that transcranial alternating current stimulation may be a promising intervention for improving cognitive flexibility and attention in children with intellectual disability. The significant and sustained improvements observed suggest that transcranial alternating current stimulation could have a meaningful clinical impact on the cognitive development of this population. However, further research is needed to confirm the efficacy of transcranial alternating current stimulation and to explore its broader applicability and long-term effects in larger, more diverse populations.
METHODS: The case study involved two elementary school students, both 7 years old with mild intellectual disability, one male and one female, both with Turkic ethnicity, from Shahid Fahmideh School for Exceptional Children in Khosrowshah, Iran. Both participants underwent a 2-week intervention with daily 20-minute sessions of transcranial alternating current stimulation at an alpha-wave frequency (10 Hz), targeting Brodmann areas F3 and P3. Cognitive flexibility and attention were assessed using the Wisconsin Card Sorting Test and the Clock Test, administered at four time points: pre-intervention, week 1, week 2, and 1 month post-intervention. Statistical analysis showed significant improvements in both Wisconsin Card Sorting Test and Clock Test scores for both participants compared with baseline, with sustained enhancement over time.
CONCLUSIONS: The findings from this case report indicate that transcranial alternating current stimulation may be a promising intervention for improving cognitive flexibility and attention in children with intellectual disability. The significant and sustained improvements observed suggest that transcranial alternating current stimulation could have a meaningful clinical impact on the cognitive development of this population. However, further research is needed to confirm the efficacy of transcranial alternating current stimulation and to explore its broader applicability and long-term effects in larger, more diverse populations.
摘要：
背景：智力障碍是一种神经发育障碍，其特征是智力功能和适应性行为明显受损。认知灵活性和注意力是智力障碍儿童经常受到影响的关键认知领域。本病例报告探讨了经颅交流电刺激的新颖用途，一种无创的大脑刺激技术，来增强这些认知功能。该研究的新颖性在于其专注于针对特定Brodmann区域的α波频率经颅交流刺激，及其对智障儿童人群的认知灵活性和注意力的潜在持续影响。
方法：案例研究涉及两名小学生，都是7岁有轻度智力障碍,一男一女,都是突厥民族,来自Khosrowshah的ShahidFahmideh特殊儿童学校，伊朗。两位参与者都接受了为期2周的干预，每天以α波频率（10Hz）进行20分钟的经颅交流电刺激，瞄准Brodmann区域F3和P3。使用威斯康星卡片分类测试和时钟测试评估认知灵活性和注意力，在四个时间点进行管理：干预前，干预后第1周、第2周和第1个月。统计分析显示，与基线相比，两位参与者的威斯康星卡片分类测试和时钟测试得分均有显着改善。随着时间的推移持续增强。
结论：该病例报告的结果表明，经颅交流刺激可能是改善智力障碍儿童认知灵活性和注意力的有希望的干预措施。观察到的显着和持续的改善表明，经颅交流电刺激可能对该人群的认知发展产生有意义的临床影响。然而,需要进一步的研究来证实经颅交流电流刺激的功效，并探索其更广泛的适用性和长期效果，更多样化的人口。
方法：案例研究涉及两名小学生，都是7岁有轻度智力障碍,一男一女,都是突厥民族,来自Khosrowshah的ShahidFahmideh特殊儿童学校，伊朗。两位参与者都接受了为期2周的干预，每天以α波频率（10Hz）进行20分钟的经颅交流电刺激，瞄准Brodmann区域F3和P3。使用威斯康星卡片分类测试和时钟测试评估认知灵活性和注意力，在四个时间点进行管理：干预前，干预后第1周、第2周和第1个月。统计分析显示，与基线相比，两位参与者的威斯康星卡片分类测试和时钟测试得分均有显着改善。随着时间的推移持续增强。
结论：该病例报告的结果表明，经颅交流刺激可能是改善智力障碍儿童认知灵活性和注意力的有希望的干预措施。观察到的显着和持续的改善表明，经颅交流电刺激可能对该人群的认知发展产生有意义的临床影响。然而,需要进一步的研究来证实经颅交流电流刺激的功效，并探索其更广泛的适用性和长期效果，更多样化的人口。
