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Related Concept Videos

Information Processing Approach01:30

Information Processing Approach

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Information and Communication Technology-based Assessment for Children with Developmental Needs: Kids Brain Balancer.

Tomoko Sugiyama1, Keiji Hashimoto1, Nobuyuki Kawate1

  • 1Department of Rehabilitation Medicine, Showa University School of Medicine, Yokohama, Japan.

JMA Journal
|November 8, 2024
PubMed
Summary
This summary is machine-generated.

The Kids Brain Balancer app shows good reliability for assessing cognitive skills in children with special needs. This tablet-based tool offers promising results for evaluating intellectual and cognitive functions.

Keywords:
Digital applicationInformation and Communications TechnologyIntellectual assessmentNeurovisuomotor developmentSpecial education

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neurodevelopmental Disorders

Background:

  • The Kids Brain Balancer is a tablet-based application designed for cognitive assessment.
  • Children in special education settings require reliable and valid tools for evaluating cognitive abilities.

Purpose of the Study:

  • To assess the test-retest reliability of the Kids Brain Balancer app.
  • To gather preliminary evidence of the app's validity by comparing scores with the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV).

Main Methods:

  • 36 children (aged 7-11) in special education completed the Kids Brain Balancer tasks multiple times over one month.
  • Intraclass correlation coefficients (ICCs) were used to analyze score reliability.
  • Score agreement between the Kids Brain Balancer and WISC-IV indices was evaluated.

Main Results:

  • Six of the nine tasks demonstrated moderate-to-good reliability.
  • Correlations between the Kids Brain Balancer and WISC-IV composite scores were moderate-to-strong across repeated administrations.
  • Visuospatial/executive tasks showed better initial correlation, while verbal/working memory tasks improved agreement by the third session.

Conclusions:

  • The Kids Brain Balancer shows initial evidence of validity and test-retest reliability for cognitive assessment in children with special needs.
  • The app is a convenient tool that could support the evaluation of diverse developmental needs.
  • Further enhancements and broader testing are recommended to establish its utility.