RBR-5r9xzbq An Exergames or PhysicalEducation bouts benefits subsequent inhibitory control in Autism Spectrum Disorder children

Date of registration: 04/15/2024 ^(mm/dd/yyyy)
Last approval date : 04/15/2024 ^(mm/dd/yyyy)

Study type:

Interventional

Scientific title:

Trial identification

• UTN code: U1111-1302-3490

• Public title:

  en

  An Exergames or PhysicalEducation bouts benefits subsequent inhibitory control in Autism Spectrum Disorder children

  pt-br

  Sessões de Exergames ou Educação Física beneficiam o controle inibitório em crianças com Transtorno do Espectro Autista

• Scientific acronym:

• Public acronym:
• Secondaries identifiers:
  • 58168122.6.0000.0029
    Issuing authority: Plataforma Brasil
  • 5.448.930
    Issuing authority: Comitê de Ética em Pesquisa da Universidade Católica de Brasília - UCB

Sponsors

• Primary sponsor: Universidade Católica de Brasília
• Secondary sponsor:
  • Institution: Escola Classe 10 de Taguatinga
• Supporting source:
  • Institution: Universidade Católica de Brasília
  • Institution: Escola Classe 10 de Taguatinga

Health conditions

• Health conditions:

  en

  Autism Spectrum Disorder

  pt-br

  Transtorno do Espectro Autista

• General descriptors for health conditions:

  en

  F03.625.164 Global Child Development Disorders

  pt-br

  F03.625.164 Transtornos Globais do Desenvolvimento Infantil

• Specific descriptors:

  en

  F03.625.164.113 Autism Spectrum Disorder

  pt-br

  F03.625.164.113 Transtorno do Espectro Autista

Interventions

• Interventions:

  en

  The study was a randomized controlled trial with a crossover design, recruiting 16 schoolchildren and applying the research to 9 children who were subjected to two different experimental conditions. The exercise protocol was previously tested in a pilot study and then applied 48 hours apart: (1) exergames session and (2) Physical Education session. After each session, a cognitive test was carried out 5 minutes after the interventions, comparing the acute effects of the exergames with the acute effects of the Physical Education class, conducted with children with ASD. The sessions were controlled (drawn) by the researcher and applied to the children in a randomized manner.

  pt-br

  O estudo foi um ensaio controlado randomizado com delineamento cruzado com recrutação de 16 escolares e aplicação da pesquisa em 9 crianças que foram submetidas a duas diferentes condições experimentais. O protocolo de exercício foi testado previamente em estudo piloto e posteriormente aplicado com intervalo de 48 horas, a saber: (1) sessão de exergames e (2) sessão Educação Física. Após cada sessão, foi realizado um teste cognitivo 5 minutos após as intervenções onde foram comparados os efeitos agudos dos exergames com os efeitos agudos da aula de Educação Física, conduzido em crianças com TEA. As sessões foram controladas (sorteadas) pela pesquisadora e aplicadas nas crianças de forma aleatória e randomizada.

• Descriptors:

  en

  G11.427.410.698.277.140 Motion Electronic Games

  pt-br

  G11.427.410.698.277.140 Jogos Eletrônicos de Movimento

Recruitment

• Study status: Data analysis completed
• Countries
  • Brazil
• Date first enrollment: 08/01/2022 ^(mm/dd/yyyy)

• Target sample size:	Gender:	Minimum age:	Maximum age:
  16	-	6 Y	12 Y

• Inclusion criteria:

  en

  Those enrolled at Escola Classe 10 in Taguatinga/DF who were diagnosed with Autism Spectrum Disorder (ASD) according to the Diagnostic and Statistical Manual of Mental Disorders - DSM-5 (APA, 2014). No history of diseases such as physical, pulmonary or cardiac malformations. Boys and girls aged between 6 and 12

  pt-br

  Aqueles matriculados na Escola Classe 10 de Taguatinga/DF que apresentaram o diagnóstico de Transtorno do Espectro Autista (TEA) de acordo com o Manual de Diagnóstico e Estatístico de Transtornos Mentais – DSM-5 (APA, 2014). Com ausência de histórico de doenças como malformação física, pulmonar e cardíaca. Meninos e meninas de 6 a 12 anos de idade

• Exclusion criteria:

  en

  Non-verbalized Autism Spectrum Disorder (ASD); with intellectual impairment (IQ below 70); ages below 6 and above 12 years

  pt-br

  Transtorno do Espectro Autista (TEA) não verbalizados; com rebaixamento intelectual (QI abaixo de 70); idade abaixo de 6 e acima de 12 anos

Study type

• Study design:

• Expanded access program	Purpose	Intervention assignment	Number of arms	Masking type	Allocation	Study phase
  1	Treatment	Cross-over	2	Open	Randomized-controlled	N/A

Outcomes

• Primary outcomes:

  en

  It is believed that with the intervention of exergames in physical education classes, children will benefit in both the cognitive and motor areas. In addition to its benefits for physical activity levels. In addition to the increase in reaction time (represented by shorter reaction time and higher percentage of correct answers) in the inhibitory control test (Flanker Task). in the inhibitory control test (Flanker Task).

  pt-br

  Acredita-se que com a intervenção de jogos exergames nas aulas de educação física, as crianças sejam beneficiadas tanto na parte cognitiva e como na motora. Além de seus benefícios para o nível de atividade física. Além do aumento do tempo de reação (representados por menor tempo de reação e maior percentual de acertos) no teste de controle inibitório (Flanker Task).

• Secondary outcomes:

  en

  With the acute intervention of 20 minutes of exergames and 20 minutes of active play, it is expected that accuracy and efficiency will be better in the exergames group

  pt-br

  Com a intervenção aguda de 20 minutos de exergames e 20 minutos de brincadeiras ativas, espera-se que a acurácia e a eficiência sejam melhores no grupo exergames

Summary Results

• Baseline char:

  en

  Participant 1: Age: 6 to 8m; BMI: Low weight; KTK: Normal coordination; RAVEN: Intellectually average; Comorbidities: microcephaly; Multidisciplinary Interventions: Psychologist and Speech Therapist. Participant 2: Age: 9a6m; BMI: Adequate weight; KTK: Good coordination; RAVEN: Intellectually average; Comorbidities: Attention Deficit Hyperactivity Disorder; Multidisciplinary Interventions: Psychologist, Speech Therapist, Occupational Therapist, Nutritionist, Psychomotricity, Psychopedagogue. Participant 3: Age: 7a1m; BMI: Low weight; KTK: Coordination disorders; RAVEN: Definitely above average; Comorbidities: n/a; Multidisciplinary Interventions: Psychologist, Speech and Language Therapist and Occupational Therapist; Participant 4: Age: 10a; BMI: Obesity; KTK: Coordination impairment; RAVEN: Intellectually average; Comorbidities: n/a; Multidisciplinary Interventions: Psychologist, Psychomotricity and Psychopedagogue; Participant 5: Age: 8a; BMI: Adequate weight; KTK: Normal coordination; RAVEN: Intellectually average; Comorbidities: Attention Deficit Hyperactivity Disorder; Multidisciplinary Interventions: Psychologist, Psychopedagogue and Music Therapy; Participant 6: Age: 9a8m; BMI: Obesity; KTK: Normal coordination; RAVEN: Intellectually superior; Comorbidities: n/a; Multidisciplinary Interventions: n/a. Participant 7: Age: 9a9m; BMI: Adequate weight; KTK: Normal coordination; RAVEN: Intellectually superior; Comorbidities: Attention Deficit Hyperactivity Disorder and Central Auditory Processing Disorder; Multidisciplinary Interventions: Psychologist, Speech Therapist and Equine Therapy; Participant 8: Age: 9a6m; BMI: Obesity; KTK: Normal coordination; RAVEN: Intellectually above average; Comorbidities: n/a; Multidisciplinary Interventions: n/a; Participant 9: Age: 11a11m; BMI: Overweight; KTK: Normal coordination; RAVEN: Intellectually above average; Comorbidities: Attention Deficit Hyperactivity Disorder; Multidisciplinary Interventions: Psychologist, Speech Therapist and Occupational Therapy

• Participants flow:

  en

  Assessed for eligibility (n= 19); Excluded (n= 8) for not meeting eligibility criteria; Allocation (n= 11); Intervention (n= 11); Lost to follow-up (n= 2); Analyzed (n= 9)

• Adverse events:

  en

  n/a

• Outcome measure:

  en

  In the statistical analysis, the scores for Reaction Time, Accuracy, and Efficiency in the sessions (Exergames – Just Dance® and PE – active games) were analyzed by the paired Student’s t-test. The assumption of homogeneity of variance was evaluated using the Levene test. Bootstrapping procedures (1000 resamples; 95% CI BCa) were performed to obtain greater reliability of the results, to correct deviations from the normal distribution of the sample, and to obtain a 95% confidence interval for differences between the means. The incongruent Reaction Time (RT.i) showed a statistically significant difference in scores over the two sessions (t(9)= -2.935, p< 0.05), with a better result in the Exergames session – Just Dance® (849.04 ± 269.91) than in the PE session – Active Play (937.93 ± 329.75). The effect size of the difference was high (Cohen’s d = 0.98). After the Just Dance® class, the children presented better response speed in inhibitory control than after the PE class with active games. The overall result of the paired Student’s t-test did not find any statistically significant difference in the scores of Congruent Reaction Time (TR.c), Incongruent Accuracy (Ac.i), and Congruent Efficiency (Effic.c) over the two sessions. The Wilcoxon Signed Rank Test was performed to investigate the extent to which Congruent Accuracy (Ac.c) and Incongruent Efficiency (Effic.i) were equivalent between the Exergames and PE sessions. The results of Ac.c were not statistically significant (z= 0.77; p= 0.480), while the Effic.i showed statistically significant results (z= -2.547; p< 0.05; r= -0.85) with high effect size, demonstrating that the children were more efficient and had better results in the correct answers/reaction time ratio in the PE session – active play than in the Exergames session. The children obtained more incongruent correct answers/reaction time after performing activities in the PE class with active play than in the Exergames with the Just Dance® game. Heart Rate was measured during aerobic exercises in the Exergames - Just Dance® and PE - Active play and analyzed by paired Student’s t-test, where the average of five measurements (rest, 5, 10, 15, and 20 minutes) were computed. The heart rate was higher during PE class – Active play (M= 153.78 bpm; SD= 19.88) than Exergames – Just Dance® (M= 129 bpm; SD = 13.43) (t(8) = -2.702, p= 0.027; Cohen’s d = 0.96) with high effect size (Figure 5). According to the results, children achieved moderate intensity in the Exergames, 64% of the Maximum Heart Rate, and in PE, 76% of the Maximum Heart Rate

• Results summary:

  en

  This study investigated the acute effects of Exergames (EX) and Physical Education (PE) on inhibitory control in children with Autism Spectrum Disorder (ASD). Nine boys (8.67 ± 0.5 years old; 35.66 ± 4.80 kg; 1.38 ± 3.86 m; 17.89 ± 1.58 kg/m2) took part in the study. First they underwent anthropometric assessment, the KTK and Raven’s tests, and familiarization with the cognitive task. They were then given two 20-minute sessions in random order: 1) EX (129.00 ± 13.43 bpm); 2) PE (153.77 ± 19.87 bpm). To assess inhibitory control, after 5 minutes of recovery, all participants completed a Flanker Task version and responded to the stimulus located in the central target in the middle of four identical congruent (fish facing the same direction) or incongruent (opposite direction) flanker stimuli, for a total of 108 trials. The t-test indicated a difference in incongruent reaction time between the sessions (T-Test), with a better result for the EX session (849.04 ± 269.91) than in the PE session (937.94 ± 329.75). For incongruent efficiency, the Wilcoxon test showed that PE (0.05 ± 0.03) was better than EX (0.009 ± 0.01). These results indicate that just one 20-minute session of either EX o PE was effective in improving inhibitory control in children with ASD. Thus, a short period of both sessions during school can benefit inhibitory control, improving the cognitive capacity of children with ASD and thus contributing to better learning.

Data Sharing Plan

• Data Sharing Plan:

  en

  Yes

• Data Sharing Description:

  en

  The Anamnesis, the results of the KTK Test, RAVEN, the data sheet and the SPSS data sheet can be made available for consultation

Contacts

• Public contact
  • Full name: Quedma Elienai de Souza Silva
  • • Address: QSD 18 Área Especial 23
    • City: Brasilia / Brazil
    • Zip code: 72020-180
  • Phone: +55-61-983025381
  • Email: ec10.taguatinga@edu.se.df.gov.br
  • Affiliation: Escola Classe 10 de Taguatinga
   
• Scientific contact
  • Full name: Gislane Ferreira de Melo
  • • Address: QS 07 – Lote 01 – EPCT – Taguatinga, Brasília/DF
    • City: Taguatinga / Brazil
    • Zip code: 71966-700
  • Phone: +55-61-34628840
  • Email: gmelo@p.ucb.br
  • Affiliation: Universidade Católica de Brasília
   
• Site contact
  • Full name: Quedma Elienai de Souza Silva
  • • Address: QSD 18 Área Especial 23
    • City: Brasilia / Brazil
    • Zip code: 72020-180
  • Phone: +55-61-983025381
  • Email: ec10.taguatinga@edu.se.df.gov.br
  • Affiliation: Escola Classe 10 de Taguatinga
   

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