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A randomised controlled trial of a computerised intervention for children with social communication difficulties to
Suzanne M Murphy1, Dorothy M Faulkner2, Laura R Reynolds3
1Institute for Health Research, University of Bedfordshire, Putteridge Bury, Hitchin Road, Luton, Bedfordshire LU2 8LE, United Kingdom.
Insights
This study shows a computer game intervention significantly improved social communication skills in 5-6 year olds with difficulties. Children demonstrated better pragmatic skills, game performance, and positive social interactions.
Area of Science:
- Child Psychology
- Developmental Psychology
- Educational Technology
Background:
- Children with social communication difficulties often benefit from targeted interventions.
- Computer technology offers a promising avenue for engaging children in therapeutic activities.
- Previous research indicates the potential of digital tools in supporting pragmatic skill development.
Purpose of the Study:
- To evaluate the effectiveness of a collaborative computer game intervention for children aged 5-6 with social communication difficulties.
- To assess the impact of the intervention on pragmatic skills, game performance, and verbal communication.
- To determine if the intervention enhances children's confidence and enjoyment in social interactions.
Main Methods:
- A randomized controlled trial involving 32 children aged 5-6 years.
- Children were selected based on Test of Pragmatic Skills (TPS) scores and randomly assigned to intervention or control groups.
- The intervention involved playing a collaborative computer game with an adult, followed by observation of peer interaction and micro-analytic analysis of audio recordings.
Main Results:
- Intervention group showed significant gains in Test of Pragmatic Skills (p=.009) and computer game performance (p=.03).
- Children in the intervention group exhibited significantly greater use of high-quality questioning (p<.001).
- The intervention group made more positive statements about the game and partners (p=.02), indicating increased confidence and enjoyment.
Conclusions:
- The collaborative computer game intervention is a promising approach for supporting children with social communication difficulties.
- The intervention positively impacts pragmatic skills, collaborative performance, and social confidence.
- Digital tools can be effectively integrated into interventions to enhance social communication in young children.
Abstract:
An intervention aiming to support children with social communication difficulties was tested using a randomised controlled design. Children aged 5-6 years old (n=32) were tested and selected for participation on the basis of their scores on the Test of Pragmatic Skills (TPS) and were then randomly assigned to the intervention arm or to the delayed intervention control group. Following previous research which suggested that computer technology may be particularly useful for this group of children, the intervention included a collaborative computer game which the children played with an adult. Subsequently, children's performance as they played the game with a classmate was observed. Micro-analytic observational methods were used to analyse the audio-recorded interaction of the children as they played. Pre- and post-intervention measures comprised the Test of Pragmatic Skills, children's performance on the computer game and verbal communication measures that the children used during the game. This evaluation of the intervention shows promise. At post-test, the children who had received the intervention, by comparison to the control group who had not, showed significant gains in their scores on the Test of Pragmatic Skills (p=.009, effect size r=-.42), a significant improvement in their performance on the computer game (p=.03, r=-.32) and significantly greater use of high-quality questioning during collaboration (p<.001, r=-.60). Furthermore, the children who received the intervention made significantly more positive statements about the game and about their partners (p=.02, r=-.34) suggesting that the intervention increased their confidence and enjoyment.
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