Habilitation of Executive Functions in Pediatric Congenital Heart Disease Patients through LEGO®-Based Therapy: A Quasi-Experimental Study

Congenital heart disease is defined as an abnormality in the cardiocirculatory structure or function. Various studies have shown that patients with this condition may present cognitive deficits. To compensate for this, several therapeutic strategies have been developed, among them, the LEGO® Educati...

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Vydáno v:	Healthcare (Basel) Ročník 10; číslo 12; s. 2348
Hlavní autoři:	Espinosa-Garamendi, Eduardo, Labra-Ruiz, Norma Angélica, Naranjo, Lizbeth, Chávez-Mejía, Claudia Andrea, Valenzuela-Alarcón, Erika, Mendoza-Torreblanca, Julieta Griselda
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Switzerland MDPI AG 23.11.2022 MDPI
Témata:	Behavior Cardiovascular disease Care and treatment Child psychotherapy Children Cognition & reasoning Cognition disorders Complications and side effects Congenital diseases Congenital heart disease Construction toys Diseases Executive function Executive function (Psychology) Health aspects Heart surgery Intervention Memory Neuropsychology Patients Pediatrics Quasi-experimental methods Robots Statistical analysis Testing Mexico LEGO®-based therapy congenital heart disease cognitive habilitation executive functions RACHS1 scale orbitomedial cortex
ISSN:	2227-9032, 2227-9032
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Abstract	Congenital heart disease is defined as an abnormality in the cardiocirculatory structure or function. Various studies have shown that patients with this condition may present cognitive deficits. To compensate for this, several therapeutic strategies have been developed, among them, the LEGO® Education sets, which use the pedagogic enginery to modify cognitive function by didactic material based on mechanics and robotics principles. Accordingly, the goal of this study was to evaluate the effect of cognitive habilitation by using LEGO®-based therapy in pediatric congenital heart disease patients. This was a quasi-experimental study; eligible patients were identified, and their general data were obtained. In the treatment group, an initial evaluation with the neuropsychological BANFE-2 test was applied; then, once a week, the interventions were performed, with a final test at the end of the interventions. In the control group, after the initial evaluation, a second appointment was scheduled for the final evaluation. Our results show that >50% of children presented cognitive impairment; nevertheless, there was an overall improvement in treatment patients, showing a significant increase in BANFE scores in areas related to executive functions. LEGO®-based therapy may be useful to improve cognitive abilities; however, future research should be performed to strengthen the data.
AbstractList	Congenital heart disease is defined as an abnormality in the cardiocirculatory structure or function. Various studies have shown that patients with this condition may present cognitive deficits. To compensate for this, several therapeutic strategies have been developed, among them, the LEGO® Education sets, which use the pedagogic enginery to modify cognitive function by didactic material based on mechanics and robotics principles. Accordingly, the goal of this study was to evaluate the effect of cognitive habilitation by using LEGO®-based therapy in pediatric congenital heart disease patients. This was a quasi-experimental study; eligible patients were identified, and their general data were obtained. In the treatment group, an initial evaluation with the neuropsychological BANFE-2 test was applied; then, once a week, the interventions were performed, with a final test at the end of the interventions. In the control group, after the initial evaluation, a second appointment was scheduled for the final evaluation. Our results show that >50% of children presented cognitive impairment; nevertheless, there was an overall improvement in treatment patients, showing a significant increase in BANFE scores in areas related to executive functions. LEGO®-based therapy may be useful to improve cognitive abilities; however, future research should be performed to strengthen the data. Congenital heart disease is defined as an abnormality in the cardiocirculatory structure or function. Various studies have shown that patients with this condition may present cognitive deficits. To compensate for this, several therapeutic strategies have been developed, among them, the LEGO[sup.®] Education sets, which use the pedagogic enginery to modify cognitive function by didactic material based on mechanics and robotics principles. Accordingly, the goal of this study was to evaluate the effect of cognitive habilitation by using LEGO[sup.®]-based therapy in pediatric congenital heart disease patients. This was a quasi-experimental study; eligible patients were identified, and their general data were obtained. In the treatment group, an initial evaluation with the neuropsychological BANFE-2 test was applied; then, once a week, the interventions were performed, with a final test at the end of the interventions. In the control group, after the initial evaluation, a second appointment was scheduled for the final evaluation. Our results show that >50% of children presented cognitive impairment; nevertheless, there was an overall improvement in treatment patients, showing a significant increase in BANFE scores in areas related to executive functions. LEGO[sup.®]-based therapy may be useful to improve cognitive abilities; however, future research should be performed to strengthen the data. Congenital heart disease is defined as an abnormality in the cardiocirculatory structure or function. Various studies have shown that patients with this condition may present cognitive deficits. To compensate for this, several therapeutic strategies have been developed, among them, the LEGO® Education sets, which use the pedagogic enginery to modify cognitive function by didactic material based on mechanics and robotics principles. Accordingly, the goal of this study was to evaluate the effect of cognitive habilitation by using LEGO®-based therapy in pediatric congenital heart disease patients. This was a quasi-experimental study; eligible patients were identified, and their general data were obtained. In the treatment group, an initial evaluation with the neuropsychological BANFE-2 test was applied; then, once a week, the interventions were performed, with a final test at the end of the interventions. In the control group, after the initial evaluation, a second appointment was scheduled for the final evaluation. Our results show that >50% of children presented cognitive impairment; nevertheless, there was an overall improvement in treatment patients, showing a significant increase in BANFE scores in areas related to executive functions. LEGO®-based therapy may be useful to improve cognitive abilities; however, future research should be performed to strengthen the data.Congenital heart disease is defined as an abnormality in the cardiocirculatory structure or function. Various studies have shown that patients with this condition may present cognitive deficits. To compensate for this, several therapeutic strategies have been developed, among them, the LEGO® Education sets, which use the pedagogic enginery to modify cognitive function by didactic material based on mechanics and robotics principles. Accordingly, the goal of this study was to evaluate the effect of cognitive habilitation by using LEGO®-based therapy in pediatric congenital heart disease patients. This was a quasi-experimental study; eligible patients were identified, and their general data were obtained. In the treatment group, an initial evaluation with the neuropsychological BANFE-2 test was applied; then, once a week, the interventions were performed, with a final test at the end of the interventions. In the control group, after the initial evaluation, a second appointment was scheduled for the final evaluation. Our results show that >50% of children presented cognitive impairment; nevertheless, there was an overall improvement in treatment patients, showing a significant increase in BANFE scores in areas related to executive functions. LEGO®-based therapy may be useful to improve cognitive abilities; however, future research should be performed to strengthen the data.
Audience	Academic
Author	Espinosa-Garamendi, Eduardo Valenzuela-Alarcón, Erika Mendoza-Torreblanca, Julieta Griselda Chávez-Mejía, Claudia Andrea Naranjo, Lizbeth Labra-Ruiz, Norma Angélica
AuthorAffiliation	1 Unidad de Habilitación Cognitiva, Subdirección Médica, Instituto Nacional de Pediatría, Ciudad de México 04530, Mexico 4 Escuela de Psicología, Universidad Panamericana, Ciudad de México 03920, Mexico 2 Laboratorio de Neurociencias, Subdirección de Medicina Experimental, Instituto Nacional de Pediatría, Ciudad de México 04530, Mexico 3 Departamento de Matemáticas, Facultad de Ciencias, Universidad Nacional Autónoma de México, Ciudad de México 04510, Mexico 5 Fundación Care & Share for Education, Ciudad de México 01050, Mexico
AuthorAffiliation_xml	– name: 3 Departamento de Matemáticas, Facultad de Ciencias, Universidad Nacional Autónoma de México, Ciudad de México 04510, Mexico – name: 2 Laboratorio de Neurociencias, Subdirección de Medicina Experimental, Instituto Nacional de Pediatría, Ciudad de México 04530, Mexico – name: 5 Fundación Care & Share for Education, Ciudad de México 01050, Mexico – name: 1 Unidad de Habilitación Cognitiva, Subdirección Médica, Instituto Nacional de Pediatría, Ciudad de México 04530, Mexico – name: 4 Escuela de Psicología, Universidad Panamericana, Ciudad de México 03920, Mexico
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CitedBy_id	crossref_primary_10_3390_brainsci14070702 crossref_primary_10_3390_healthcare11152160 crossref_primary_10_3390_healthcare12141368 crossref_primary_10_3390_brainsci15040353
Cites_doi	10.1017/S1047951120004382 10.1016/j.paed.2014.07.004 10.1177/0162353212451788 10.3109/17483107.2010.534231 10.1017/S1047951115001134 10.1016/j.ppedcard.2010.06.007 10.5935/0103-507X.20200042 10.1111/chd.12427 10.1017/S104795111700230X 10.1016/j.hrtlng.2013.08.009 10.1007/s00246-006-0123-z 10.5296/ije.v2i2.538 10.1080/09638288.2020.1743776 10.1007/s10803-008-0590-6 10.1080/17483107.2017.1306595 10.1067/mtc.2002.122311 10.1037/bul0000195 10.1111/exsy.12098 10.1007/s10803-004-2550-0 10.1007/s00246-021-02612-2 10.1016/j.dhjo.2016.10.010 10.1177/1362361306064403 10.1038/s41390-021-01853-4 10.1002/aur.2725 10.1016/j.jpeds.2018.07.018 10.1007/s10803-018-3502-4
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Snippet	Congenital heart disease is defined as an abnormality in the cardiocirculatory structure or function. Various studies have shown that patients with this...
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SubjectTerms	Behavior Cardiovascular disease Care and treatment Child psychotherapy Children Cognition & reasoning Cognition disorders Complications and side effects Congenital diseases Congenital heart disease Construction toys Diseases Executive function Executive function (Psychology) Health aspects Heart surgery Intervention Memory Neuropsychology Patients Pediatrics Quasi-experimental methods Robots Statistical analysis Testing
Title	Habilitation of Executive Functions in Pediatric Congenital Heart Disease Patients through LEGO®-Based Therapy: A Quasi-Experimental Study
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