参与全脑发展项目的儿童在认知、行为和屏幕时间指标上的前后变化

Background: Children with developmental and learning support needs may benefit from individualized learning opportunities that address attention, memory, motor coordination, communication, participation and everyday independence. Evaluations of community-based programmes should distinguish measured outcomes from informal observations and caregiver perceptions. Objective: To examine pre-post differences in attention, working-memory, behaviour-rating and daily screen-time records among children who participated in the Whole Brain Development Programme, and to summarize trainer observations and p