The Promotion of Executive Functioning in a Brazilian Public School: A Pilot Study

2015 ◽  
Vol 18 ◽  
Author(s):  
Natália Martins Dias ◽  
Alessandra Gotuzo Seabra
Keyword(s):  
Latin America ◽  
Public Schools ◽  
Executive Functioning ◽  
Intervention Program ◽  
Mental Health Problems ◽  
Self Regulation ◽  
First Grade ◽  
Control Group ◽  
Classroom Context ◽  
Trail Making

AbstractStudies have highlighted the role of early Executive Functioning (EF) interventions with regard to preventing behavioral and mental health problems. In this sense, interventions to promote EF have been developed and tested; however, in Latin America, evidence of early EF-related interventions is still limited. We developed a program for EF promotion in children and applied it to first-grade students. Sixty-eight six-year-old children and their five teachers were divided into an experimental group (EG) and a control group (CG). EG teachers administered the Intervention Program for Self-regulation and Executive Functions in a classroom context. The results of the ANCOVAs showed that children in the EG had significantly better performance in measures of cognitive flexibility (Trail Making Test for Preschoolers; p = .05), attention (Cancellation Attention Test – errors in the Part 3; p = .027), inhibition (Simon Task – interference score in the part 1; p = .008 and interference reaction time in the part 2; p = .010), and planning (CHEXI - planning scale; p = .041) than those in the CG. The results show that EF can be promoted using classroom intervention in public schools. These results expand previous findings for Latin America.

scholarly journals Using Drama and Drama Techniques to Teach English Conversations to English as A Foreign Language Learners

2018 ◽  
Vol 7 (6) ◽  
pp. 63
Author(s):  
Saman Masoumi-Moghaddam
Keyword(s):  
Public Schools ◽  
Language Learners ◽  
English Language ◽  
Participant Observation ◽  
Pedagogical Practices ◽  
Control Group ◽  
Classroom Context ◽  
The Public ◽  
Foreign Language Learners ◽  
English Competence

The present study aimed to examine the ways in which drama and drama techniques and practices, as implemented in the English language classes and combined with pedagogical practices to teach and learn English conversation, can create the appropriate conditions that promote learning environments conducive for learning English conversations. The participants of this study were thirty undergraduate male and female students who had studied English at the secondary and high school levels at the public schools in Ardebil. They were classified into two groups including Control and Experimental groups. The two groups were administered a Test-Retest evaluation to measure the targeted language skills that was to be taught to them. In order to collect the necessary data, two modern plays were taught and rehearsed in classroom context and then a retest were administered after the practice of these two modern dramatic discourse in the classroom. The different data-collecting techniques were used for the current research were participant observation (direct and indirect), and interviews. After analysing the data the results showed that there was no significant improvement in English competence of the Control group but the Experimental group revealed a tremendous achievement in their abilities in English conversations through the use of dramatic discourse.

Using Drama and Drama Techniques to Teach English Conversations to EFL Learners

2018 ◽  
Vol 8 (2) ◽  
pp. 92-101
Author(s):  
Saman M. Moghadam ◽  
Reza Ghafarsamar
Keyword(s):  
Public Schools ◽  
English Language ◽  
Participant Observation ◽  
Pedagogical Practices ◽  
Control Group ◽  
Classroom Context ◽  
The Public ◽  
Language Classes ◽  
Collecting Techniques ◽  
English Competence

The present study aimed to examine the ways in which drama and drama techniques and practices, as implemented in the English language classes and combined with pedagogical practices to teach and learn English conversation, can create the appropriate conditions that promote learning environments conducive for learning English conversations. The participants of this study were thirty undergraduate male and female students who had studied English at the secondary and high school levels at the public schools in Ardebil. They were classified into two groups including Control and Experimental groups. The two groups were administered a Test-Retest evaluation to measure the targeted language skills that was to be taught to them. In order to collect the necessary data, two modern plays were taught and rehearsed in classroom context and then a retest were administered after the practice of these two modern dramatic discourse in the classroom. The different data-collecting techniques were used for the current research were participant observation (direct and indirect), and interviews. After analysing the data the results showed that there was no significant improvement in English competence of the Control group but the Experimental group revealed a tremendous achievement in their abilities in English conversations through the use of dramatic discourse.

The Musical Notes Method for Initial Reading Acquisition

2008 ◽  
Vol 7 (1) ◽  
pp. 81-100
Author(s):  
Yehudith Carmon ◽  
Aryeh Wohl ◽  
Shmuel Even-Zohar
Keyword(s):  
Reading Instruction ◽  
Reading Time ◽  
Intervention Program ◽  
Reading Acquisition ◽  
First Grade ◽  
Intervention Programs ◽  
Control Group ◽  
Experimental Approaches ◽  
Initial Reading

A century of experimental approaches to reading instruction has not significantly reduced initial reading acquisition problems. Though researchers continue to identify more and more symptoms of deficiencies, they have, to date, come up with but few solutions. Reading instruction traditionally begins with the particular components of a specific language. In this study, we investigate a method that begins with general, basic reading components common to all written alphabetical languages, including musical notation. We propose to introduce reading by using an original and simple musical vehicle, the Toy Musical Notes (TMN) method. After creating a primary reading scheme through music, verbal reading becomes much easier. Our method was tested on 150 preschool children, who participated in three intervention programs: TMN, conventional music, and a control group, which had a non-musical intervention program. Pre- and posttests were administered with follow-up assessments in reading development conducted in the first grade. The results reflected significant achievements for the TMN group on all reading parameters: number of mistakes, vocal reading time, velocity, and comprehension. Applying this method allowed us to use children’s natural musical interest to help them learn to read and comprehend better.

scholarly journals The Effectiveness of EMOVERE: An Emotional Education Program for Young Couples

2021 ◽  
Vol 18 (4) ◽  
pp. 1677
Author(s):  
Estefanía Mónaco ◽  
Usue de la Barrera ◽  
Inmaculada Montoya-Castilla
Keyword(s):  
Emotion Regulation ◽  
Intervention Program ◽  
Self Regulation ◽  
Well Being ◽  
Reliable Change Index ◽  
Hierarchical Regression ◽  
Control Group ◽  
Quasi Experimental ◽  
And Control ◽  
The Relationship

Our aim was to assess the effectiveness of EMOVERE, a psychoeducational and experiential program to increase emotion regulation in couples. Forty-four young couples (n = 88) aged between 18 and 36 years old participated in the study (53.4% women; M = 24.18; SD = 4.34). Twenty-two couples belonged to the experimental group (received the intervention) and 22 to the control group (received no intervention). The intervention program consisted of seven two-hour sessions over a month, in groups of four to five couples. The variables studied were sociodemographic characteristics, emotional intelligence (TMMS-24), emotional inter-regulation with the partner (SIERC), attachment (ECR-S) and satisfaction with the relationship (RAS). The proposed design was quasi-experimental, with two randomized groups (experimental and control group) and longitudinal data from two occasions. SPSS version 24.0 was used to perform analysis of variance (MANOVA and MANCOVA), multiple hierarchical regression and reliable change index. PROCESS was also used for moderation analyses. The results indicate that the program is effective in increasing emotional self-regulation and emotion regulation with the partner, as well as reducing couples’ avoidance of intimacy. Age, relationship duration and previous relationship satisfaction moderate the effectiveness of the program. The importance of continuing this research line to address well-being of young populations is discussed.

scholarly journals EFICACIA DE UN PROGRAMA DE ESCRITURA ORIENTADO METACOGNITIVAMENTE EN ALUMNOS DE 3º A 6º GRADO DE EDUCACIÓN PRIMARIA CON DIFICULTADES DE APRENDIZAJE EN ESCRITURA

2017 ◽  
Vol 3 (1) ◽  
pp. 61
Author(s):  
Sandra Limia González ◽  
Manuel Deaño Deaño ◽  
Ángeles Conde Rodríguez ◽  
Valentín Iglesias-Sarmiento ◽  
Sonia Alfonso Gil ◽  
...  
Keyword(s):  
Cognitive Processes ◽  
Intervention Program ◽  
Self Regulation ◽  
Sixth Grade ◽  
Control Measures ◽  
Control Group ◽  
Measuring Instruments ◽  
Writing Intervention ◽  
Educación Primaria ◽  
Control Post

Abstract.EFFECTIVENESS OF A METACOGNITIVELY-ORIENTED SCRIPTURE PROGRAM IN STUDENTS FROM 3TH TO 6TH GRADES OF PRIMARY EDUCATION WITH LEARNING DIFFICULTIES IN SCRIPTUREThe present study aims to show the effects of a writing instruction program that uses the facilitation of planning as a means to improve students’ written compositions. The sample consisted of 13 students from third to sixth grade in a concert ourensano center with learning disabilities in writing and other specific necessities of educative support ; their ages ranged from 8 to 11 years. Using a two-group design and post control measures, the writing intervention program was applied to these students in 24 sessions with a frequency of three sessions per week over two months; the control group post received traditional education through its group of class. Measuring instruments of cognitive processes and writing processes were used for the experimental and control group. The analysis of variance indicate that the writing intervention program is effective in improving students’ written competence of the sample with LD in writing, as compared to their control, the highest scores of their classes reach a performance equal to the one of the best in the most complex aspects of writing. Furthermore, the analysis suggests the relevant role of cognitive planning in writing composition.Keywords: writing, cognitive planning, planning facilitation, self-regulation, verbalization, cognitive processes, writers processes, strategies, primary education.Resumen.El presente estudio pretende mostrar los efectos de un programa de instrucción en escritura que utiliza la facilitación de la planificación como medio para mejorar las composiciones escritas de los alumnos. La muestra estaba compuesta por 13 alumnos de segundo y tercer ciclo de Educación Primaria en un centro concertado ourensano, con dificultades en el aprendizaje en escritura y otras Necesidades Específicas de Apoyo Educativo; sus edades estaban comprendidas entre los 8 y los 11 años. Mediante un diseño de dos grupos y medidas de control post se aplicó a estos alumnos el programa de intervención en escritura estructurada en 24 sesiones, con una frecuencia de tres sesiones semanales, a lo largo de dos meses; el grupo de control post recibió la enseñanza tradicional a través de su grupo de clase. Se utilizaron instrumentos de medida de procesos cognitivos y procesos escritores para el grupo experimental y control. Los análisis de varianza realizados indican que el programa de intervención en escritura, resulta eficaz para mejorar la competencia escrita de los alumnos de la muestra con DA en escritura, ya que comparados con sus controles, los de más altas puntuaciones de sus clases alcanzan un funcionamiento igual al de los mejores en los aspectos más complejos de la escritura. Asimismo, el análisis realizado sugiere el papel relevante que juega la planificación cognitiva en el proceso de composición escrita.Palabras Clave: escritura, planificación cognitiva, facilitación de la planificación, autoregulación, verbalización, procesos cognitivos, procesos escritores, estrategias, educación primaria.

scholarly journals Evaluation of an Intervention Program to Foster Self-Regulated Learning and Academic Achievement in Latin Instruction

2012 ◽  
Vol 2012 ◽  
pp. 1-12 ◽  
Author(s):  
Daniela Wagner ◽  
Franziska Perels
Keyword(s):  
Academic Achievement ◽  
Intervention Program ◽  
Self Regulation ◽  
Training Group ◽  
Control Group ◽  
Combined Training ◽  
Tenth Graders ◽  
Self Regulated Learning ◽  
Translation Strategy ◽  
Regulated Learning

The study's aim was to develop two different intervention programs and to evaluate their contribution to students' self-regulated learning and academic achievement in Latin classes. The concept of our study referred to a process-focused model of self-regulated learning that divides the phases of the self-regulated learning process into different areas, which we applied to domain-specific translation strategies. Within a pre-, post-, and follow-up-test design with 109 tenth graders, self-regulated learning skills and translation competency as well as translation strategy application were assessed using both a self-regulation questionnaire and a standardized translation test. Three different conditions were compared: (a) combined training group (ComG): self-regulated learning and translation, (b) translation training only (TG), and (c) control group (CG). The intervention consisted of nine sessions spread over a period of three weeks. Results of analyses of variance with time as a repeated measurement indicated interaction effects between time and groups for self-regulated learning in favor of the intervention groups. The ComG showed marginally higher self-regulatory skills than the TG. Regarding the translation competencies as well as the strategy application, the results revealed significant training effects in comparison to the control group, with the TG showing the highest increase.

scholarly journals A comparative study of executive functions among children with attention deficit and hyperactivity disorder and those with learning disabilities

2020 ◽  
Vol 27 (1) ◽  
Author(s):  
Heba Essam Abou El Wafa ◽  
Soha Abd El Latif Ghobashy ◽  
Aya Maged Hamza
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Executive Functions ◽  
Intervention Program ◽  
Spatial Working Memory ◽  
Self Regulation ◽  
Executive Dysfunction ◽  
Learning Disorders ◽  
Control Group ◽  
Group I

Abstract Background Both ADHD and learning disorders have been found to be associated with executive dysfunctions; the executive functions’ (EFs) construct generally involves a series of components—planning, cognitive flexibility, inhibition, attention control, and verbal and visuo-spatial working memory—that work independently in many ways but are closely related. There were no significant studies comparing both disorders and excluding the drug’s effects on executive functions. In our study, we used BDEFS-CA to assess executive functions among a sample of 340 children divided in to four groups: group 1 (100 children), ADHD only; group II (80 children), LD only; group III (60 children), combined ADHD and LD; and group IV (100 children), control group. We included children aged from 6 to 13 of both sexes of average IQ and all had to be drug naive with no sensory impairment or disabling neurological disorder and after their parents’ consent. Results The results showed that there was significant higher affection of the five executive functions domains in the first three groups more than the fourth control group. Furthermore, the self-restraint (response-inhibition) executive dysfunction was the most commonly affected EF in group I while time management EF and self-regulation and problem solving EF were the most commonly affected EF in the LD group. Conclusions Complete executive function profile assessment should be done for children diagnosed with ADHD or learning disability and EF intervention program should be included in the management plan for better outcomes mainly self-restraint EF in case of ADHD and problem solving and self-organization EF in case of learning disabilities

Effectiveness of Acceptance and Commitment Therapy and Positive Psychotherapy on Emotional Self-Regulation of Women With Coronary Heart Disease

2020 ◽  
Vol 24 (6) ◽  
pp. 532-543
Author(s):  
Simin Sayafi ◽  
◽  
Nemat Sotodeh Asl ◽  
Morteza Ebrahimi Varkiani ◽  
◽  
...  
Keyword(s):  
Coronary Heart Disease ◽  
Heart Disease ◽  
Acceptance And Commitment Therapy ◽  
Intervention Program ◽  
Self Regulation ◽  
Control Group ◽  
Positive Psychotherapy ◽  
Commitment Therapy ◽  
Acceptance And Commitment ◽  
Significant Difference

Background: Emotional self-regulation can play an important role in reducing the symptoms of coronary heart disease which is a psychosomatic disorder. Objective: This study aims to compare the effectiveness of Acceptance and Commitment Therapy (ACT) and positive psychotherapy on emotional self-regulation of women with coronary heart disease. Methods: This is a randomized clinical trial. Study population consists of all women with coronary heart disease referred to Pasteur Hospital in Qazvin, Iran during 2019-2020. Using a convenience sampling method, 45 women were selected and divided into three groups (two experimental groups and one control group). The intervention program was provided at 8 sessions for each experimental group. Data collection tools were a demographic form, and Ibanez’s Self-regulation Inventory. Participants were followed up for one month after intervention. Collected data were analyzed by ANCOVA and paired t-test. Findings: ACT was effective in increasing emotional self-regulation ability of patients in the post-test and follow-up phases, but the positive psychotherapy had no significant effect on their emotional self-regulation and no significant difference was observed. Conclusion: ACT is an appropriate and effective method for women with coronary heart disease and can be used as a complementary therapy in related medical centers.

scholarly journals Resilience Intervention to Strengthen Self-Regulation in Adolescent Students with Hearing Loss

2021 ◽  
Vol 16 (2) ◽  
pp. 76-98
Author(s):  
Narges Adibsereshki ◽  
Nikta Hatamizadeh ◽  
Anoshirvan Kazemnejad ◽  
Firoozeh Sajedi
Keyword(s):  
Hearing Loss ◽  
Intervention Program ◽  
Self Regulation ◽  
The Self ◽  
Control Group ◽  
Control Group Design ◽  
Adolescent Students ◽  
Significant Difference ◽  
Resilience Intervention ◽  
And Control

Background: The importance of strong self-regulation (SR) abilities for academic and social success is known, yet relatively few studies examine students’ SR and how it can be promoted especially in adolescents with special needs, such as those students with hearing loss. The purpose of this study was to determine whether a resilience intervention program enhances SR in adolescents with hearing loss. Methods: This study was experimental with a pre-test, post-test, follow up and control group design. Participants included 122 students with hearing loss in mainstream settings randomly assigned to intervention and control groups (61 students in each group). The interventional group had training for six weeks (two times per week for 75 min). The Adolescent Self-Regulatory Inventory was used to measure the self-regulation of students. Results: The results indicated a significant difference between the control and interventional groups in SR, short SR, and Long SR after the intervention, at both the 6-week and 14-week measurements (p < 0.001). Conclusion: This study’s findings indicate that implementing resilience intervention programs can promote the self-regulation skills in adolescent students with hearing loss.

scholarly journals Model for Tutoring in Reading and Writing Tasks for Brazilian Children with Developmental Dyslexia

2019 ◽  
Vol 5 (1) ◽  
pp. 01-05
Author(s):  
Andréa Machado
Keyword(s):  
Public Schools ◽  
Developmental Dyslexia ◽  
Intervention Program ◽  
School Context ◽  
Superior Performance ◽  
Control Group ◽  
Reading And Writing ◽  
Tutoring Program ◽  
Cognitive Linguistic ◽  
Significant Difference

Developmental dyslexia is characterized by impairment in reading and writing because of changes in the cognitive-linguistic behavior and anatomofunctional structures. The goal of the research was to analyze and compare the performance on the skills of reading and writing in children with developmental dyslexia after a tutoring program. Participated of the study fifteen children from both genders from the 2rd to the 6th year from public schools in a city in the State of São Paulo.They were divided into two groups: GI-experimental and GII – control group. Were divided according to sex and age group. The children were subjected to the assessment of reading and writing and to the intervention program in Reading Recovery tutoring. The results revealed statistically significant difference between the GI and GII, where children with dyslexia in the GI showed superior performance on the skill of reading words and reading the book I in relation to children from the GII. It was concluded that the GI introduced significant advances compared to GII that did not receive tutoring intervention, demonstrating that due to variability of cognitive-linguistic profile of children with dyslexia, it is necessary to develop, mainly, in the school context, multimethod programs with specific difficulties that focus on interventions of this population.

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