Physical-digital Play In Children With Send

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Literature Review

1.1 Summary

The existing studies are extremely limited that are focus on the systematic review of physical-digital play in children with SEND. The few studies that are present in different data bases are contain extremely limited scope and considering the small sample size of to focus only on specific event like COVID-19. Therefore, the need of new study arise which focus on all aspects of study and examine the impact of games on people with SEND. The majority of the identified studies showed promising results; nevertheless, interpretations of the results were constrained by the research' quality and rigor. For single-case studies, prior assessments have similarly seen strong results and weak to moderate quality. Even though research on a wide range of peer interaction skills in children is encouraging, the results are very inconsistent and many of the research findings still need to be confirmed. The available data does not allow for a full definition of the features of peer interactions among children. 

Keywords: children with SEND, educational setting, games, physical play

1.2 Literature Review   

The first study included in this literature review is the systematic literature conducted by Topping et al. (2022) in which the focus of the researcher is to provide the information related to the educational games, “computer-supported cooperative learning (CSCL)”, and “computer-assisted instruction (CAI)”, which are primarily used in schools but may also be used outside of them. This systematic analysis looks at effectiveness research on blended and online learning from schools, which is especially pertinent in light of the Covid-19 pandemic. Therefore, it can be observed that the scope of this systematic literature in narrowed to COVID times only. Comparatively, this systematic literature however, considers all the literature without bounding it to specific time. Furthermore, it can also note that the number of studies contain in this review is eight from different databases. Besides that, this study not only included more information but to include the additional data bases also which helps to improve the findings in terms of diverse nature of analysis. After removing studies that were not related to schools, published before 2000, were not in English, lacked data, or were duplicates, 1355 studies remained: 7% were online, 13% were blended, 7% were CSCL, 26% were games, and 47% were CAI. In 85% of the investigations, digital technology proved to be more successful than traditional training, with 8% showing no difference and 3% showing a decline. 

Self-efficacy and improved results were strongly correlated. The study's strengths and weaknesses were examined and connected to earlier studies, along with a critical analysis and a full discussion of the implications for future researchers, practitioners, and policy makers. The potential for increased learner autonomy and task flexibility, which promotes higher self-regulation, may be the primary benefit of digital technology. 

Another systematic review that has been analysing in this study is Garde et al. (2016) in which the author emphasizes upon the overweight and obesity that are becoming major issues worldwide, and this is related to the rise in physical inactivity among youngsters. This study aims to evaluate the effects of a brand-new mobile game in an educational setting called Mobile Kids Monster Manor (MKMM). MKMM is a wirelessly connected accelerometer-based activity monitor that was created with feedback from young people to improve physical activity. In a randomized 4-week crossover research, 42 healthy students took part to assess the effectiveness of the gaming intervention. Baseline, washout, control/game intervention, and game intervention/control phases lasted for a week in each of the two research arms. Due to the fact that the study only focusses on the specific nature of game, the author might not get the actual outcomes related to the effects of games on children because of the limited sample size. To overcome this issue, this study has to analyse the multiple factors and games and its impact on the children with SEND. 

This systematic review finds that the rise in BMI z-score, MKMM produced a larger increase in steps and active minutes per day among children with a higher BMI z-score, according to a linear regression model. These increases were 14% and 10% higher, respectively, than baseline. MKMM improved steps and active minutes in an educational setting, to sum up. According to this, smartphone exercise apps may be helpful resources for educational institutions to encourage students to be physically active and fight teen obesity.

Using single-case research methodology by Barton et al. (2020), this study analysed the rigor and results of 27 objects play intervention studies in this systematic review. The current study looked at a number of descriptive features, such as materials, instructional packages, and settings, and concentrated on research involving kids who were 5 years old or younger. Along with examining several methodological aspects like quality, rigor, and visual analytic techniques, the researcher also examined how generalized play was facilitated and measured. The majority of the identified studies showed promising results; nevertheless, interpretations of the results were constrained by the research' quality and rigor. For single-case studies, prior assessments have similarly seen strong results and weak to moderate quality. Considering that other assessments of play intervention research have found high-quality group-design studies with strong outcomes, the study results should be interpreted cautiously. There should be more replications evaluating effective interventions utilizing single-case studies with strict methodological standards.   

Peer support networks that are emotionally supportive can help students connect with one another and participate in school, which is beneficial for kids and teenagers (Van Der Meulen et al., 2021). Establishing healthy relationships appears to be more challenging for children with “special educational needs and disabilities (SEND).” These students are also more susceptible to negative peer experiences, such as bullying and social isolation. Schools can benefit from systems where students can model helpful behaviour from one another in order to foster a friendly and upbeat environment. Emotional peer support is social engagement between peers through practical or emotional support based on shared experiences, often to the mutual advantage of both parties. The emotional peer support strategies for SEND students in schools were found by this systematic study. 

This research revealed primarily good results in terms of improved social acceptability and interaction, as well as improved self-worth and empathy at the individual level, for both peer supporters and focal students. Although more accurate data is needed to draw further conclusions, it was also seen that the pupils were becoming more bonded through friendship. Important elements influencing the effectiveness of peer support systems include family involvement, teacher specialization, and institutional support from the school. Due to the paucity of available data, it is advised that similar variables be included in further studies.

The findings of this study show that through activity ideas, intervention descriptions demonstrated students' active participation; however, their involvement in system organization was minimal. More study is required to determine how emotional peer support might enhance student-student interactions and how peers can actively participate in this assistance. 

To provide a general picture of the advantages and disadvantages that children with Developmental Language Disorder (DLD) face while interacting with other kids, the current review compiles studies on peer interaction abilities in kids with DLD (Lloyd-Esenkaya et al., 2020). The research on peer interaction strengths and challenges in kids with DLD was compiled through a systematic review. There were no time limits imposed, and the selection criteria took into consideration a large number of the diagnostic labels that were previously employed to identify DLD. English-speaking primary school students in the UK between the age of (4 to 11 years old) are the subjects of the studies included in this study. 28 papers that matched the inclusion criteria were found after a thorough database search. When engaging with peers, children diagnosed with DLD are shown to have numerous difficulties.

Research examining aspects of play behaviour like turn-taking and discourse characteristics like access behaviours have revealed challenges. The children's skills to form friendships, use verbal and nonverbal cues to collaborate with peers on decisions, and participate in social pretend play with peers are examples of their strengths in peer interaction; however, heterogeneity was also evident. Even though research on a wide range of peer interaction skills in children is encouraging, the results are very inconsistent and many of the research findings still need to be confirmed. The available data does not allow for a full definition of the features of peer interactions among children.

As a "level one" or "well-established" intervention for school-aged children and adolescents, “trauma-focused cognitive behavioural therapy (TF-CBT)” is one of the most extensively researched and publicized treatments for “posttraumatic stress disorder (PTSD)” and other comorbid conditions (McGuire et al., 2021). The current systematic review looked at research on applying TF-CBT to preschool-aged children (those between the ages of three and six) as well as research on developmental strategies that may boost TF-CBT's effectiveness with this age group. 

Part of the evidence-based practice in psychology paradigm, data on TF-CBT use with preschool-aged children was taken from case studies, meta-analyses, randomized controlled trials, and other empirical evidence sources. The effectiveness of TF-CBT for traumatized preschool-aged children has not been as well studied as it has when it comes to studies involving school-aged children and adults. Considering the limited number of published trials to date and the variations in treatment approaches utilized with preschool-aged children, TF-CBT seems to fit the description of a “level two” or “probably efficacious” intervention for this age group in particular. When considering the use of TF-CBT for preschool-aged children exhibiting signs of post-traumatic stress disorder, the literature suggests that factors such as language and cognitive ability, family setting, culture, and clinician expertise should be taken into consideration.

The amount of information and knowledge about the prevalence of mental health problems worldwide is increasing; these problems affect people for the rest of their lives and begin in half of cases before the age of 14 (García-Carrión et al., 2019). Many initiatives continue to focus on finding individual-level answers, despite the fact that this global crisis is multifaceted and necessitates holistic methods. The purpose of this work is to present a comprehensive analysis of the data supporting the beneficial impacts on children's and adolescents' mental health that come from community- and school-based treatments where interaction between various agents is a key element.

To find interventions where relationships between professionals, community, members, families, teachers, and peers or other played a part, a thorough search of electronic databases (Web of Knowledge, PsycINFO, ERIC and SCOPUS) was done. Their impact on the mental health of kids and teenagers was also examined. A comprehensive analysis of articles released between 2007 and 2017 was conducted by us. Out of 384 studies, eleven satisfied the requirements for inclusion. Of the examined studies, seven concentrate on school-based treatments that foster positive relationships between kids, teachers, families, and mental health providers. Four of the publications create interventions that include community people interacting with kids and teens in a dialogic manner.

The interventions used in this research emphasize upon the role of different players in schools and communities that are helpful to build positive relationships between other stakeholders including children, parents, and the teachers. A reduction in affective symptoms and disruptive behaviours like anxiety and depression, along with an improvement in social skills and personal well-being, are some of the outcomes of the mental health interventions documented on the issues faced by children and adolescents. 

This research leads to the evidence of benefits of games on adults' and children's cognitive state, brightening emotional wellness and generating mental health disorders. Determination for further study is necessary as to establish the incorporation of different roles affected on the outcome of the interventions, although these roles comprised of managing part of the proceedings. This study undertaken by Komis et al. (2021) is an all-inclusive analysis of last 30 years' data associated with smart toys that target children at the early age group which ranges between 3-12 years. This research will determine and classify fifty publications on smart toys with the focus being on the technological and instructional affordances they offer. The results bring out that four basic technical affordances and their combined effects contributed into the design and development of the toy. The study examines the educational benefits of smart toys through various use cases and learning objectives that focus on identifying particular goals across various subjects and goals based on transversal competencies like problem solving, computational thinking, spatial thinking, symbolic thinking, and collaboration. 

Lastly, using a multiple correspondence analysis, the relationships between the distinct technological and educational affordances of smart toys are grouped together with the affordance progression according to the date of development. In conclusion, particular sciences (programming) and a few 21st-century abilities (STEM and computational thinking) have been impacted by smart toys in recent years. In contrast, transversal skills like problem solving, emotional intelligence, symbolic thinking, cooperation, and storytelling were given more attention in the first 20 years.

1.3 Aims and Objectives

The aim of this research is to explore the benefits and limitations associated with the use of physical-digital play to improve the learning and cognitive abilities of the patients with SEND. For such purposes, the following objectives will be carried out in overall systematic process.

1. To analyse and identify the existing literature on the physical digital play in SEND children under the foundation of systematic literature review.
2. To examine the benefits and limitations of physical digital play intervention to promote wellbeing and development of children with SEND.
3. To explore the barriers and challenges linked with the implementation of the physical digital play at home and educational settings for children with SEND. 

1. References 

• Barton, E.E., Murray, R., O'Flaherty, C., Sweeney, E.M. and Gossett, S., 2020. Teaching object play to young children with disabilities: A systematic review of methods and rigor. American Journal on Intellectual and Developmental Disabilities, 125(1), pp.14-36.
• Garde, A., Umedaly, A., Abulnaga, S.M., Junker, A., Chanoine, J.P., Johnson, M., Ansermino, J.M. and Dumont, G.A., 2016. Evaluation of a novel mobile exergame in a school-based environment. Cyberpsychology, Behavior, and Social Networking, 19(3), pp.186-192.
• Komis, V., Karachristos, C., Mourta, D., Sgoura, K., Misirli, A. and Jaillet, A., 2021. Smart toys in early childhood and primary education: A systematic review of technological and educational affordances. Applied Sciences, 11(18), p.8653.   
• Lloyd-Esenkaya, V., Russell, A.J. and Clair, M.C.S., 2020. What are the peer interaction strengths and difficulties in children with developmental language disorder? A systematic review. International Journal of Environmental Research and Public Health, 17(9), p.3140.
• McGuire, A., Steele, R.G., and Singh, M.N., 2021. Systematic review on the application of trauma-focused cognitive behavioral therapy (TF-CBT) for preschool-aged children. Clinical Child and Family Psychology Review, 24(1), pp.20-37.
• Topping, K.J., Douglas, W., Robertson, D. and Ferguson, N., 2022. Effectiveness of online and blended learning from schools: A systematic review. Review of Education, 10(2), p.e3353
• Van Der Meulen, K., Granizo, L. and Del Barrio, C., 2021. Emotional peer support interventions for students with SEND: A systematic review. Frontiers in psychology, 12, p.797913.

1. Appendix

Proposal modules: Protocol for Systematic Review

(to be included in the main body of the assignment ie before the reference list)

For each section you should provide a description of the procedure and justification for why you have made these choices (ie a justification means you should include supporting references).