Hostname: page-component-848d4c4894-cjp7w Total loading time: 0 Render date: 2024-06-24T16:55:00.100Z Has data issue: false hasContentIssue false
  • English
  • Français

Visuospatial training has positive effect on language abilities in children with Delirium diagnoses and inclusion of delirium-specific

Published online by Cambridge University Press:  13 August 2021

S. Kiselev
S. Kiselev*
Affiliation:
Clinical Psychology, Ural Federal University, Ekaterinburg, Russian Federation

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
Introduction

It was shown that children with specific language impairments (SLI) have deficits not only in producing and understanding language but also in visuospatial abilities (Kiselev et al., 2016). We assume that training programs that are aimed to develop the visuospatial abilities can help children with SLI.

Objectives

The goal of this study was to assess the impact of visuospatial training on the language abilities in 6–7 years old children with SLI.

Methods

The participants were 20 children aged 6–7 years with SLI. Children were randomly assigned to the intervention and comparison group. Children from intervention group participated in 8 weeks of visuospatial training. This programme trains the child to do different visuospatial exercises both on motor and cognitive level. This programme is built on the conceptual framework derived from the work of Luria’s theory of restoration of neurocognitive functions (Luria, 1963, 1974). We used the subtests from Luria’s child neuropsychological assessment battery to assess language abilities in children before and after the intervention period.

Results

Analysis of covariance tested the effect of visuospatial training programme on five language subtest from Luria’s child neuropsychological assessment battery. Group differences (p<.05) were found for subtest that assess understanding prepositions that describe the spatial relations between objects. Posttest mean for the intervention group were significantly (p<.05) greater than the control group.

Conclusions

It can be assumed that visuospatial training in children with SLI benefits specific language abilities for understanding sentences with spatial prepositions.

Keywords

specific language impairmentsvisuospatial trainingvisuospatial abilities
Type
Abstract
Information
European Psychiatry , Volume 64 , Special Issue S1: Abstracts of the 29th European Congress of Psychiatry , April 2021 , pp. S501 - S502
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of the European Psychiatric Association
Submit a response

Comments

No Comments have been published for this article.