The Effects of Bilateral and Unilateral Perceptual-Motor Exercises on Manual Dexterity and Visuospatial Memory in Children With Nonverbal Learning Disorder
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 20
- 试验地点
- 1
- 主要终点
- Right-hand Manual Dexterity
研究概览
简要总结
The goal of this semi-experimental study is to investigate whether bilateral (limbs of both sides of the body, such as left and right hands) perceptual-motor (PM) exercises and unilateral (limb of only one side of the body, such as only the left hand) PM exercises affect manual dexterity and visuospatial memory in children with nonverbal learning disorder (NVLD). Each type of perceptual-motor exercise (bilateral vs. unilateral) is delivered in two different ways. Within each method, free-play and non-interventional activities are scheduled at different times (e.g., at the beginning vs. the end of the intervention phase). The main questions this study aims to address are:
- Which type of perceptual-motor (PM) exercise-bilateral or unilateral-is more effective in improving manual dexterity of left and right hands and visuospatial memory in children with nonverbal learning disorder (NVLD)?
- Which training sequence in unilateral and bilateral groups-free-play and self-oriented activities followed by interventional exercises, or interventional exercises followed by free-play activities-has a greater impact on right and left hands manual dexterity and visuospatial memory scores in children with NVLD?
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Crossover
- 主要目的
- Basic Science
- 盲法
- Single (Participant)
入排标准
- 年龄范围
- 7 Years 至 9 Years（Child）
- 性别
- Female
- 接受健康志愿者
- 是
入选标准
- •Diagnosing with Nonverbal Learning Disorder (NVLD) based on Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V)
排除标准
- •being left-handed
研究组 & 干预措施
Unilateral 1 - Free play activities followed by intervention
Five participants of Unilateral main group, receive free-play and non-interventional activities during the first phase, followed by unilateral perceptual-motor exercises in the second phase of the experiment. This arm investigates the effects of Unilateral training and treatment order on manual dexterity and visuospatial memory in NVLD children.
干预措施: Free-play activities followed by unilateral perceptual-motor (PM) training intervention (Behavioral)
Unilateral 2 - Unilateral interventional activities followed by free play
Five participants of Unilateral main group, receive unilateral interventional activities during the first phase, followed by non-interventional and free-play activities in the second phase. This arm investigates the effects of Unilateral training and treatment order on manual dexterity and visuospatial memory in NVLD children.
干预措施: Unilateral perceptual-motor (PM) training intervention followed by free-play activities (Behavioral)
Bilateral 1 - Free play activities followed by intervention
Five participants of Bilateral main group, receive free-play and non-interventional activities during the first phase, followed by bilateral perceptual-motor exercises in the second phase of the experiment. This arm investigates the effects of Bilateral training and treatment order on manual dexterity and visuospatial memory in NVLD children.
干预措施: Free play non-interventional exercises in first phase followed by bilateral interventional exercises (Behavioral)
Bilateral 2 - interventional activities followed by free play
Five participants of Bilateral main group, receive bilateral interventional activities during the first phase, followed by non-interventional and free-play activities in the second phase. This arm investigates the effects of Bilateral training and treatment order on manual dexterity and visuospatial memory in NVLD children.
干预措施: Bilateral perceptual-motor (PM) training intervention followed by free-play and non-interventional activities in Phase 2 (Behavioral)
结局指标
主要结局
Right-hand Manual Dexterity
时间窗: From enrollment to the end of treatment in each group at 12 weeks
Pre-test scores are obtained using the Box and Blocks Test (BBT) to assess right hand manual dexterity scores before the start of the experiment. After 24 sessions, when participants have completed both the interventional and non-interventional training programs in each group (e.g., unilateral and bilateral training groups), the Box and Blocks Test (BBT) is administered again to evaluate improvements in manual dexterity scores. Comparisons of pre-test and post-test scores within each subgroup are used to assess the effects of treatment type (unilateral vs. bilateral) and treatment order (interventional exercises in the first phase vs. non-interventional activities in the first phase) on right hand manual dexterity. Scores range from 0 upward, with higher scores reflecting a greater number of blocks successfully transferred within the allotted test time using the right hand.
Left-hand Manual Dexterity
时间窗: From enrollment to the end of treatment at 12 weeks.
Pre-test scores are obtained using the Box and Blocks Test (BBT) to assess left hand manual dexterity scores before the start of the experiment. After 24 sessions, when participants have completed both the interventional and non-interventional training programs in each group (e.g., unilateral and bilateral training groups), the BBT is administered again to evaluate improvements in manual dexterity scores. Comparisons of pre-test and post-test scores within each subgroup are used to assess the effects of treatment type (unilateral vs. bilateral) and treatment order (interventional exercises in the first phase vs. non-interventional activities in the first phase) on left hand manual dexterity. Scores range from 0 upward, with higher scores reflecting a greater number of blocks successfully transferred within the test time slot using the left hand.
Visuospatial memory
时间窗: From enrollment to the end of treatment at 12weeks
Pre-test scores are obtained using the Chorsi Block Test (CBT) to assess visuospatial memory before the start of the experiment. After 24 sessions, when participants have completed both the interventional and non-interventional training programs in each group (e.g., unilateral and bilateral training groups), the CBT is administered again to evaluate progress in visuospatial memory. The comparison of pre-test and post-test scores within each subgroup allows assessment based on treatment type (unilateral vs. bilateral) and treatment order (interventional exercises in the first phase vs. non-interventional activities in the first phase) on visual spatial memory in NVLD children. Scores range from 0 upward, with higher scores reflecting a stronger ability to remember spatial locations and sequences of blocks presented during the test.
次要结局
未报告次要终点