Case Studies
Case Study
SereneKID study of 11 children. 5 boys diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), aged between 8 to 11 years.
6 children without an official diagnosis but considered excessively active by their parents (4 boys, 2 girls, aged between 5.5 to 11.5 years).
All participants completed a session range of 17 to 30.
The graph illustrates the averaged results of all children. The initial (gray) column represents the child's General Motor Activity (GMA) before commencing Serene KID training, set as 100%. Subsequent columns depict session results extracted from the SereneKID smartphone app ("Training Results" section), normalized to the initial GMA. The standard deviation is denoted by the vertical line atop each bar.
The graph indicates a noticeable trend of decreasing General Motor Activity (GMA) throughout the children's training sessions.
Fig 2. - Schulte Test Results (attention test) Before and After SereneKID Training.
Comparison of test results conducted before the initial training session and after the completion of the training course.
On average, the group exhibited a 42% decrease in the time taken to complete the Schulte test. Statistical analysis, conducted using the Student's t-test at a significance level between 0.05 and 0.01, underscores the substantial improvement in attention levels among children who underwent the SereneKID training course.
Individual Case Study 1
F.G. is 6.5 year old with Attention Deficit Hyperactivity Disorder (ADHD): predominantly hyperactive and impulsive presentation.
The child passed 18 daily sessions using SereneKID prototype each lasting 20 minutes.
In Fig. 3, you can observe a graph that illustrates the average GMA (General Motor Activity) value per session. These measurements were taken across 18 twenty-minute training sessions where the child watched a film of their choice. The initial column represents the GMA value measured several days before the training commenced. Each bar is accompanied by a vertical line at its peak, indicating the standard deviation of the GMA values recorded during one-minute intervals.
Connecting these data points is a dashed line that represents the outcomes of the Schulte proofreading test. This test, a standard measure of attention, was conducted prior to the training sessions.
During the first nine sessions, the GMA level remained consistently high, albeit with a slight decrease compared to the initial session. Following the 10th session, there was a notable and statistically significant decrease in GMA (p<0.05), accompanied by some fluctuations. Importantly, the test results indicated an improvement in concentration, with a significant reduction in the time to pass the Schulte test.
Individual Case Study 2
A.M. is 8 year old with a combination of Attention Deficit Hyperactivity Disorder (ADHD).
The child passed 23 daily sessions using SereneKID and another 12 sessions at a later point in time.
As a form of motivational reinforcement, the child was playing a computer game, which would pause on and off. The graph in Fig. 4 uses the same notations as in Fig 3.
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The child successfully completed the initial training course with SereneKID device in the time frame of March to April 2017 (Fig. 4A). There's a noticeable and consistent decline in the GMA value during sessions 6 to 8, followed by the maintenance of GMA at a relatively lower level.
Subsequently, the child A.M. underwent a second training course consisting of 12 sessions, taking place 8 months after completing the first training course (Fig. 4B). Notably, the initial GMA value before commencing the second course was significantly lower than before the first course. This suggests that the positive outcomes achieved in the first course of training were sustained. During the second course, there was a gradual reduction in GMA by 28 - 42% relative to the GMA value before initiating the second course of training.
The evaluation of the level of attention (Schulte test) for patient A.M. showcased a substantial (p<0.01) improvement during the first training course. In the second course, an even higher level of attention was observed, although not statistically significant beyond the reliability limits, indicating the attainment of an individual stable level.