Permainan komputer mengurangi masalah yang terkait dengan ADHD pada anak-anak--T-REC-komunitas reptil-semarang--KSE-komunitas satwa eksotik

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Permainan komputer mengurangi masalah yang terkait dengan ADHD pada anak-anak

Date:

June 9, 2015

Source:

SAGE Publications

Summary:

Anak-anak didiagnosis dengan ADHD dapat meningkatkan perilaku mereka dan interaksi sosial di dalam kelas dengan memainkan game komputer yang menjalankan konsentrasi mereka , temuan  penelitian baru .

............ Perangkat lunak mempelajari  dalam research sync dengan ikat kepala wireless yang memonitor gelombang otak selama game -play , dan bekerja dengan menyesuaikan tingkat kesulitan dan sistem penilaian dalam rangka untuk menargetkan dan melatih perhatian kontrol, memori kerja , dan impuls-kontrol . Pelatihan neurokognitif ini diberikan dalam studi kasus dari lima siswa sekolah dasar di Cina dan mengakibatkan perilaku keseluruhan membaik , tugas selesai , dan hubungan dengan teman sebaya dan guru ....more

Computer game
reduces issues associated with ADHD in children

Date:

June 9, 2015

Source:

SAGE Publications

Summary:

Children diagnosed with ADHD can improve their behavior and social
interactions in the classroom by playing a computer game that exercises their
concentration, finds new research.

...................

Children diagnosed with ADHD can improve their behavior and social
interactions in the classroom by playing a computer game that exercises their
concentration, finds new research out today. The study marks the 1000th article
published in SAGE Open, a peer-reviewed,
open-access journal launched in 2011 which covers the full spectrum of the
social and behavioral sciences and the humanities.

The software studied in the research syncs with a wireless headband that
monitors brainwaves during game-play, and works by adjusting the level of
difficulty and scoring system in order to target and train the attention
control, working memory, and impulse-control. This neurocognitive training was
administered in case studies of five elementary school students in China and
resulted in overall improved behavior, assignment completion, and relationships
with peers and teachers.

"The present study implies that the neurocognitive training can result
in broader and more socially meaningful outcomes than improvement of ADHD
symptoms," wrote study authors Han Jiang and Stuart Johnstone. "Two
reasons possibly explain the side effect. First, the increased attentive
behavior in class and improved quality of schoolwork improved these children's
social status. Second, game-driven and task-directed features of the training
increased the children's confidence in doing tasks."

Prior to the study, all of the parents gave their children ratings
indicating problems in the categories of hyperactivity, inattention, and
acceptance by peers and teachers. After the training, parents rated their
children's behavior at the normal level and teachers reported less frequency of
ADHD symptoms. Additionally, four of the five groups of parents saw
improvements in their child's interactions with teachers and peers. The study
found that increases in teacher acceptance, such as public praise and greater
inclusion in classroom activities, resulted in improved peer acceptance.

Jiang and Johnstone commented, "These findings indicate that once the
children have received positive support and technical aids, they can achieve
dramatic improvements. The outcomes have provided the foundation for a large
randomized control trial which is currently underway in Australia, as well as
two further controlled studies in China."







Story Source:

The above post is reprinted from materials provided
by SAGE Publications. Note: Materials may be edited
for content and length.







Journal Reference:

1.   
Han Jiang, Stuart J. Johnstone. A Preliminary Multiple Case Report
of Neurocognitive Training for Children With AD/HD in China. Sage
Open, June 2015 DOI:10.1177/2158244015586811

http://www.sciencedaily.com/releases/2015/06/150609065639.htm

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