Artificial Intelligence-Supported Occupational Therapy Program on Handwriting Skills in Children at Risk for Developmental Coordination Disorder: Randomized Controlled Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 42
- 试验地点
- 1
- 主要终点
- Minnesota Handwriting Assessment
研究概览
简要总结
Aim: This study investigates the impact of an AI-supported occupational therapy program, developed using the Model of Human Occupation (MOHO), on handwriting skills in children at risk for Developmental Coordination Disorder (DCD).
Method: A randomized controlled trial was conducted with 42 children aged 8-12 years, identified as being at risk for DCD using the Developmental Coordination Disorder Questionnaire (DCDQ). Participants were randomized into an intervention group (n=21) and a control group (n=21). The intervention group received an AI-supported occupational therapy program twice weekly for 8 weeks. Handwriting performance was assessed pre- and post-intervention using the Minnesota Handwriting Assessment (MHA).
Keywords: artificial intelligence, occupational
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Supportive Care
- 盲法
- Single (Outcomes Assessor)
盲法说明
Single blind
入排标准
- 年龄范围
- 8 Years 至 12 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •being between the ages of 8-12 years
- •being at risk for DCD according to the Developmental Coordination Disorder Questionnaire (DCDQ)
- •having the ability to understand the questionnaires
- •continuing formal education
- •having similar motor skill performance (having similar results from the Bruininks-Oseretsky Motor Proficiency Test 2 Brief Form (BOT2-BF)) and having similar visual perception level (having similar results from the Motor-Free Visual Perception Test-3(MVPT-3)
排除标准
- •(1) having another neurodevelopmental, orthopedic and chronic problem (2) continuing any rehabilitation program
研究组 & 干预措施
Study group
Children at Risk for Developmental Coordination Disorder
干预措施: Artificial Intelligence-Supported Occupational Therapy Program (Other)
Control group
Children at Risk for Developmental Coordination Disorder
结局指标
主要结局
Minnesota Handwriting Assessment
时间窗: Two assessments, one week before the intervention and one week after the intervention was completed
(MHA) assesses six categories of handwriting, including legibility, form, alignment, size, spacing and writing speed. The MHA consists of words that include all letters of the Turkish alphabet at least once and consist of 34 letters in total, and can be understood by children at the primary school level 23. In the test application, children copy this word sequence written on the paper to the marked line immediately below. In the scoring phase, the length of 1/16 inch (0.15 cm) is taken as a basis and all deviations, proportions between letters and within letters are evaluated by measuring this length with a ruler. The lowest score in each category of the MHA is 0 and the highest score is 34 24.
次要结局
未报告次要终点
研究者
Güleser Güney Yılmaz
PhD Occupational Therapist
Hacettepe University