背景:患有特定学习障碍(SLD)的儿童可能存在认知问题,电机,和学术技能,影响他们的心理健康和参与学校和日常生活中的学术和非学术活动的水平。研究表明,知觉运动(PM)练习和体育活动可以提高典型发育儿童的认知和运动技能。将PM练习作为学习障碍儿童临床实践的干预措施,或者在未来的研究中使用它,似乎有必要讨论和总结这组儿童中现有的文件。
目的:我们旨在评估程度,以及关于PM干预以增强认知能力的研究质量,电机,和学习障碍儿童的学术技能。
方法:根据系统评价和荟萃分析(PRISMA)指南的首选报告项目进行搜索。在以下科学数据库中搜索了2000年1月至2022年6月之间发表的文章:PubMed,Medline,Scopus,WebofScience,科克伦图书馆,科学直接,谷歌学者。先前根据PICOS模型建立了研究资格标准。物理治疗证据数据库(PEDro)量表用于评估研究的方法学质量,使用Cochrane协作工具(ROB2)评估偏倚风险.
结果:初步搜索产生了2160项研究,其中10项研究进行了系统综述。参与者总数为483名儿童(干预:251;对照:232)。研究结果表明,认知技能(n=7/8)显着改善,例如工作记忆,注意,和信息处理速度。此外,研究表明,PM和身体活动干预可以提高LD儿童的学习成绩(n=4/5)和运动技能(n=5/5)。有关PM运动对心理健康影响的结果(n=1/3)很少,并且相互矛盾。
结论:PM锻炼可能会对认知产生积极影响,电机,和SLD儿童的学术技能;然而,由于研究数量少,方法学质量公平,和高风险的偏见,解释结果时应谨慎。
Children with specific learning disorders (SLD) may have issues in cognitive, motor, and academic skills, affecting their mental health and level of participation in academic and nonacademic activities at school and in everyday life. Research shows that perceptual-motor (PM) exercises and physical activities can improve the cognitive and motor skills of typically developing children. To use PM exercises as an intervention in clinical practice for children with learning disorders, or to use it in future research, it seems necessary to discuss and summarize the existing documents in this group of children.
We aimed to appraise the extent, and the quality of studies about PM interventions for enhancing cognitive, motor, and academic skills in children with learning disorders.
The search was performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Articles published between January 2000 and June 2022 were searched in the following scientific databases: PubMed, Medline, Scopus, Web of Science, Cochrane library, Science direct, and Google Scholar. The study eligibility criteria were previously established according to the PICOS model. The Physiotherapy Evidence Database (PEDro) scale was used to assess the methodological quality of the studies, and the Cochrane Collaboration tool (ROB2) was used to assess the risk of bias.
The initial search yielded 2160 studies among which 10 studies were systematically reviewed. The total number of participants was 483 children (intervention: 251; control: 232). Findings showed significant improvements in cognitive skills (n = 7/8) such as working memory, attention, and information processing speed. In addition, studies showed that PM and physical activity interventions could increase academic performance (n = 4/5) and motor skills (n = 5/5) in children with LD. Results regarding the mental health effects of PM exercises (n = 1/3) are few in number and contradicting.
PM exercises may positively affect cognitive, motor, and academic skills in children with SLD; However, due to the small number of studies, fair methodological quality, and high risk of bias, caution should be taken when interpreting the results.