Browse > Article
http://dx.doi.org/10.22683/tsnr.2022.11.3.081

Effects of Beat-Keeping Game Through Smartphone Applications on Executive Functions of Children With Developmental Delays  

Sul, Ye-Rim (PaJucity Physical Medicine & Rehabilitation Center)
Kim, Jin-Kyung (Dept. of Occupational Therapy, Hanseo University)
Park, So-Yeon (Dept. of Occupational Therapy, Hanseo University)
Kang, Dae-Hyuk (Dept. of Occupational Therapy, Hanseo University)
Publication Information
Therapeutic Science for Rehabilitation / v.11, no.3, 2022 , pp. 81-92 More about this Journal
Abstract
Objectives : This study aimed to investigate the effect of beat-keeping games in smartphone applications on improving executive functions in children with developmental delays. Methods : Three children diagnosed with developmental delay were included in this study. The ABA design used a single-subject experimental research design. The independent variable was the beat-keeping game. The game was held three times a week for a total of seven times for 20 minutes, including breaks. The dependent variable, "Visual-motor speed," was measured every session to assess if the beat-keeping game was effective in improving the participant's executive function. Further, before and after the intervention, "Children's Color Trails Test (CCTT)", "Block design," and "Finding hidden picture" were measured. Results : All three participants showed improvement in the performance of the beat-keeping game and the executive functions of "Visual-motor speed" and visual attention. Conclusions : Based on the results of this study, various effective applications for learning and intervention can be developed and applied to children with developmental delays who have difficulty in motivating themselves and lack attention.
Keywords
Beat-keeping game; Developmental delay; Executive function; Smartphone application;
Citations & Related Records
Times Cited By KSCI : 6  (Citation Analysis)
연도 인용수 순위
1 박혜원, 이경옥, 안동현. (2016). 한국 웩슬러 유아지능검사 실시 지침서. 학지사 심리검사연구소.
2 Bak, A. R., & Yoo, D. H. (2016). The effects of interactive metronome on short-term memory and attention for children with mental retardation. The Journal Korean Academy of Sensory Integration, 14(1), 19-30. https://doi.org/10.18064/JKASI.2016.14.1.019   DOI
3 Lee, Y. S., & Kim, D. Y. (2018). Mediating effects of executive function deficits in adolescent's ADHD tendency, self-competence, and school life adjustment. Asian Journal of Education, 19(3), 703-723. https://doi.org/10.15753/aje.2018.09.19.3. 703   DOI
4 Leung, C., Lo, S. K., & Leung, S. S. L. (2012). Validation of a questionnaire on behaviour academic competence among Chinese preschool children. Research in Developmental Disabilities, 33(5), 1581-1593. https://doi.org/10.1016/j.ridd.2012.03.024   DOI
5 Namgung, Y., Son, D. I., & Kim, K. M. (2015). Effect of interactive metronome training on timing, attention and motor function of children with ADHD: Case report. The Journal Korean Academy of Sensory Integration, 13(2), 63-73. http://dx.doi.org/10.18064/JKASI.2015.13.2.063   DOI
6 Pennington, B. F., & Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of Child Psychology and Psychiatry, 37(1), 51-87. https://doi.org/10.1111/j.1469-7610.1996.tb01380.x   DOI
7 Seok, I. S. (2009). Effects of behavioral characteristics and learning abilities through interactive metronome training on children with ADHD (Doctoral dissertation). Daegu University.
8 Shin, M. S., Kim, H. M., On, S. G., Hwang, J. W., Kim, B. N., & Cho, S. C. (2006). Comparison of executive function in children with ADHD, asperger's disorder, and learning disorder. Journal of the Korean Academy of Child and Adolescent Psychiatry, 17(2), 131-140.
9 Thaut, M. H., & Abiru, M. (2010). Rhythmic auditory stimulation in rehabilitation of movement disorders: A review of current research. Music Perception, 27(4), 263-269. http://dx.doi.org/10.1525/mp.2010.27.4.263   DOI
10 Boulos, M. N. K., Wheeler, S., Tavares, C., & Jones, R. (2011). How smartphones are changing the face of mobile and participatory healthcare: An overview, with example from eCAALYX. Biomedical Engineering Online, 10(1), 1-14. https://doi.org/10.1186/1475-925X-10-24   DOI
11 Do, R. M., Cho, S. C., Kim, B. N., Kim, J. W., & Shin, M. S. (2010). Development of executive function in childhood. Journal of Korean Association of Psychotherapy, 2(2), 1-12.
12 Gu, K., Kang, J., Lee, S., & Kim, K. M. (2017). Effects of interactive metronome intervention on behavior symptoms, timing, and motor function of children with ADHD. Journal of Korean Academy of Sensory Integration, 15(2), 35-45. https://doi.org/10.18064/JKASI.2017.15.2.035   DOI
13 Bartscherer, M. L., & Dole, R. L. (2005). Interactive metronome training for a 9-year-old boy with attention and motor coordination difficulties. Physiotherapy Theory and Practice, 21(4), 257-269. https://doi.org/10.1080/09593980500321085   DOI
14 문수백, 여광응, 조용태. (2003). 한국판 시지각 발달검사 사용자 매뉴얼. 학지사 심리검사연구소.
15 Abu-Ghanem, S., Handzel, O., Ness, L., Ben-Artzi-Blima, M., Fait-Ghelbendorf, K., & Himmelfarb, M. (2015). Smartphone-based audiometric test for screening hearing loss in the elderly. European Archives of Oto-Rhino-Laryngology, 273(2), 333-339. https://doi.org/10.1007/s00405-015-3533-9   DOI
16 Anderson, P. (2002). Assessment and development of executive function (EF) during childhood. Child Neuropsychology, 8(2), 71-82. https://doi.org/10.1076/chin.8.2.71.8724   DOI
17 Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive function: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65-94. https://doi.org/10.1037/0033-2909.121.1.65   DOI
18 Zelazo, P. D., & Carlson, S. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives, 6(4), 354-360. https://doi.org/10.1111/j.1750-8606.2012.00246.x   DOI
19 Kagan, J., Snidman, N., Kahn, V., & Towsley, S. (2007). The preservation of two infant temperaments into adolescence. Monographs of the Society for Research in Child Development, 72(2), 1-9. https://doi.org/10.1111/j.1540-5834.2007.00436.x   DOI
20 Lee, D. Y., & Jun, W. C. (2011). Design and implementation of a PREP-based mobile system for improving reading skills of children with learning disabilities. Journal of the Korean Association of Information Education, 15(2), 227-239.
21 Hunt, P., Farron-Davis, F., Beckstead, S., Curtis, D., & Goetz, L. (1994). Evaluating the effects of placement of students with severe disabilities in general education versus special classes. Journal of the Association for Persons with Severe Handicaps, 19(3), 200-214. https://doi.org/10.1177/154079699401900308   DOI
22 Lee, T. S., & Yi, S. H. (2012). Effects of game-based-digital textbook on the basic arithmetic abilities and the task attention of students with mental retardation. The Journal of the Korea Contents Association, 12(8), 484-495. https://doi.org/10.5392/JKCA.2012.12.08.484   DOI
23 Ma, L., & Pan, Y. H. (2019). The application design for cognitive training to autistic child based on applied behavior analysis. Design Convergence Study, 18(1), 19-31. https://doi.org/10.31678/SDC.74.2   DOI
24 Riggs, N. R., Blair, C. B., & Greenberg, M. T. (2004). Concurrent and 2-year longitudinal relations between executive function and the behavior of 1st and 2nd grade children. Child Neuropsychology, 9(4), 267-276. https://doi.org/10.1076/chin.9.4.267.23513   DOI
25 Song, J., & Hong, E. (2020). Interactive metronome training for a child with praxis problems: A single subject design. The Journal of Korean Academy of Sensory Integration, 18(3), 27-38. http://dx.doi.org/10.18064/JKASI.2020.18.3.27   DOI
26 Yoon, J. H., Song, J. G., Song, D. H., Kim, Y. K., Kim, S. W., & Chung, H. J. (2005). Multidisciplinary diagnostic approach and etiologic evaluation of patients with developmental disorders. Annals of Child Neurology, 13(2), 232-242.
27 Crossland, M. D., Silva, R. S., & Macedo, A. F. (2014). Smartphone, tablet computer and e-reader use by people with vision impairment. Ophthalmic and Physiological Optics, 34(5), 552-557. https://doi.org/10.1111/opo.12136   DOI
28 D'Elia, L. F., Satz, P., Uchiyama, C. L., & White, T. (1996). Color Trails Test: Professional manual. Psychological Assessment Resources.
29 Duncan, J. (1986). Disorganisation of behaviour after frontal lobe damage. Cognitive Neuropsychology, 3(3). 271-290. https://doi.org/10.1080/02643298608253360   DOI
30 Espy, K. A. (1997). The shape school: Assessing executive function in preschool children. Developmental Neuropsychology, 13(4), 495-499. https://doi.org/10.1080/87565649709540690   DOI
31 Lee, H. J., Kang, M. K., & Kim, Y, T. (2013). Current practice and support needs in smart media perceived by the mothers of children with communication difficulties. Communication Sciences and Disorders, 18(2), 163-171. https://doi.org/10.12963/csd.13016   DOI
32 Jurado, M. B., & Rosselli, M. (2007). The elusive nature of executive functions: A review of our current understanding. Neuropsychology Review, 17(3), 213-233. https://doi.org/10.1007/s11065-007-9040-z   DOI
33 Kang, J. W. (2017). The effect of interactive metronome training on increasing attention and impulsivity control for children with attention deficit hyperactivity disorder. Therapeutic Science for Rehabilitation Korean Society of Neurological Occupational Therapy, 6(1), 45-54. https://doi.org/10.22683/tsnr.2017.6.1.045   DOI
34 Kim, H. H., Bo, G. H., & Yoo, B. K. (2012). The effects of a sensory integration programme with applied interactive metronome training for children with developmetal disabilities: A pilot study. Hong Kong Journal of Occupational Therapy, 22(1), 25-30. https://doi.org/10.1016/j.hkjot.2012.05.001   DOI
35 Lee, S. H., & Shin, J. (2012). Abilities of students with intellectual disabilities: Mainly operating smart devices. Journal of Intellectual Disabilities, 14(2), 75-99.