Purpose: The purpose of this study was to intervene an interactive metronome to children with dyspraxia. We want to find out if there is an effect on motor function, attention, and timing.
Method: This study performed ABA' design among single case studies. The study measured the effects of gross motor, fine motor coordination and balance at baseline and after intervention using the BOT-2 and the change in attention using the Digit span test (DST).During the intervention period, IM was intervened for 30 minutes per session for 4 weeks with 15 sessions, and after the overall evaluation of Long Foam Assessment (LFA) in session 1, Short Foam Assessment (SFA) was evaluated from session 2 to session 16. After reassessing the LFA at the 17th session, the timing of IM was compared before and after the intervention.
Results : This study investigated changes in motor function using BOT-2. For the rest of the evaluation items except fine motor precision and fine motor integration, there were improved changes after the intervention than before the intervention, ranging from a minimum of 3 to a maximum of 17. Changes in attention were examined using the Number Speech Test (DST). There was a change of 1 point in both Forward and Backward after the intervention compared to before the intervention. As a result of measuring the accuracy using the IM Total Test (LFA) hit rate (SRO %) in this study, the initial measurement score before intervention showed a hit rate of 3.50 points, and the measurement score after intervention was 18.79 points, a percentage point of 15.29 ( % p) There was an improved change. In this study, there was a change in the SFA accuracy of IM from 1 point in 1 session to 16 points in 15 sessions when there was no feedback sound in Task 1.When there was a feedback guide sound in Task 2, an improvement was confirmed from 1 point in the first session to 9 points in the 15th session. In this study, the change in IM's task average was 209.30 in the 1st session when there was no feedback guide sound for task 1, 56.10 in the 15th session, and 293.12 in the 1st session when there was a feedback guide sound for task 2. As a result of the interview with the guardian based on the work profile, there was no change in environmental factors. It was said that there was an improvement in children's satisfaction or self-confidence in individual factors.
Conclusion: The purpose of this study was to investigate the effects of an interactive metronome on motor function, attention, and timing in children with performance problems. As a result, motor function, attention concentration, and timing all showed improved results. In particular, the scores of motor function speed, agility, hand dexterity, balance, and coordination showed a big difference from before the intervention. In other words, through this study, it can be seen that IM is effective for motor function in children with execution problems.
In addition, the accuracy of IM timing also showed an improved score, which will be the basis that IM training can be applied as a clinical intervention method for children with performance problems.