Monitoring Educational Intervention Programs for Children and Young People with Disabilities through a Web Application

  1. Sáiz-Manzanares, María Consuelo 1
  2. Marticorena-Sánchez, Raúl 1
  3. Escolar-Llamazares, M. Camino 1
  4. Velasco-Saiz, Rut 1
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Revista:
Education Sciences

ISSN: 2227-7102

Ano de publicación: 2024

Volume: 14

Número: 3

Páxinas: 1-18

Tipo: Artigo

DOI: 10.3390/EDUCSCI14030306 GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Education Sciences

Obxectivos de Desenvolvemento Sustentable

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Specialized and updated training on supporting advance technologies for early childhood education and care professionals and graduates.

2021/00262/001

Resumo

Early care professionals have to use instruments for assessing functional skills in children susceptible to early intervention that apply records and produce developmental profiles and personalized intervention proposals. The aims of the study were (1) to analyze the development of functional skills in users with an age range of 48–252 months attending school in a therapeutic intervention center for people with motor impairments; and (2) to analyze the development of functional skills in users with different impairments and ages ranging from 7 to 162 months participating in an early outpatient care program. Study 1 applied a sample of 50 users aged between 48 and 252 months all with motor disabilities and Study 2 included a sample of 71 users aged between 7 and 162 months with different disabilities. Factorial and descriptive–correlational designs were applied in both studies. The Student’s t-test for dependent samples, supervised machine learning techniques (linear regression analysis and logarithmic regression analysis), unsupervised machine learning techniques (k-means), ANOVA, and cross-tabulations were used as contrast tests. In Study 1, no significant changes were found in the development of users’ functional skills, except for a decrease in maladaptive behaviors. Likewise, the chronological age variable did not seem to be a determining factor in the results. In Study 2, significant differences were found in the development of all functional skills between the three measurement time points (initial–intermediate–final). In this group, the type of impairment explained 29% and chronological age 40% of the variance in functional development at the final measurement. This study found that intervention before four years old in outpatient mode produced better results in the acquisition of functional skills, with better results in users affected by rare diseases or communication and language delay at ages 49–60 months.

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