scholarly journals A-154 Children with Hyperactive–Impulsive Disorder Benefit from Yoga Training

2020 ◽  
Vol 35 (6) ◽  
pp. 948-948
Author(s):  
Mirzajonova E ◽  
Kiselev S
Keyword(s):  
Pilot Study ◽  
Visual Attention ◽  
Self Regulation ◽  
Intervention Group ◽  
Repeated Measurements ◽  
Auditory Attention ◽  
Breathing Exercises ◽  
Response Set ◽  
The Impact ◽  
Executive Abilities

Abstract Objective It is known that children with hyperactive–impulsive disorder have deficit in executive abilities. The gaol of this study was to reveal effect of yoga training on executive abilities in 8–9 years of age children with hyperactive–impulsive disorder. We compared the efficacy of two methods of training (yoga training vs. conventional motor exercises) in a randomized controlled pilot study. Methods 18 children with hyperactive–impulsive disorder at the age of 8–9 years were included and randomly assigned to treatment conditions according to a 2 × 2 crossover design. Children from intervention group participated in 12 weeks of yoga training that included body-oriented activity and breathing exercises. To assess the executive functions we used 3 subtests from NEPSY (Auditory Attention and Response Set, Visual Attention, Statue). Effects of training were analyzed by means of an ANOVA for repeated measurements. Results The ANOVA has revealed (p < .05) that for all used subtests (Auditory Attention and Response Set, Visual Attention, Statue) the yoga training was superior to the conventional motor training, with effect sizes in the medium-to-high range (0.43–0.88). Conclusions The findings from this pilot study suggest that yoga training have positive effect on executive abilities in children with hyperactive–impulsive disorder. It influences predominantly the selective and sustained attention, inhibition, monitoring, and self-regulation. However, it is necessary to do further research into the impact of yoga exercises on the prevention and treatment of hyperactive–impulsive disorder in children.

scholarly journals A-054 Deficit in Custained Attention in Children Born with Hypoxic-ischaemic Encephalopathy

2020 ◽  
Vol 35 (6) ◽  
pp. 844-844
Author(s):  
Mirzajonova E ◽  
Kiselev S
Keyword(s):  
Visual Attention ◽  
Sustained Attention ◽  
Auditory Attention ◽  
Control Group ◽  
Neurocognitive Functions ◽  
Gender And Age ◽  
Response Set ◽  
Negative Effect ◽  
And Control ◽  
Executive Abilities

Abstract Objective There are evidences that children, born with Hypoxic-ischaemic Encephalopathy (HIE), have a delay in the development of neurocognitive functions, specifically they have a deficit in executive abilities. Do they have global or specific deficit in executive abilities? The goal of this research was to examine the hypothesis that children, born with HIE, have a deficit in sustained attention. Methods The experimental group included 20 children aged 5-6 years (mean age = 5.7). They were born full-term with perinatal Hypoxic-ischaemic Encephalopathy. The control group included 20 typically developing children. The children from experimental and control group were matched for gender and age. Children from both groups were assessed with 4 subtests from NEPSY (Tower, Auditory Attention and Response Set, Visual Attention, Statue) which are designed to assess the executive abilities in children. Results One-way ANOVA has revealed group differences (p < .05) in two subtests from NEPSY. Children with perinatal HIE have shown the weaknesses in performing Auditory Attention and Response Set and Visual Attention subtest. We did not reveal the significant differences (p < .05) in performing Tower and Statue subtest. Conclusion In view of the obtained results it can be assumed that the Hypoxic-ischaemic Encephalopathy has a specific (not global) negative effect on the development of executive abilities, particularly children with perinatal HIE have a deficit in sustained attention at the age of 5-6 years.

scholarly journals A pilot study on the impact of a first-time central heating intervention on resident mental wellbeing

2020 ◽  
pp. 1420326X2097546
Author(s):  
Richard A Sharpe ◽  
Andrew J Williams ◽  
Ben Simpson ◽  
Gemma Finnegan ◽  
Tim Jones
Keyword(s):  
Pilot Study ◽  
Indoor Environment ◽  
Intervention Group ◽  
Well Being ◽  
Waiting List ◽  
Mental Wellbeing ◽  
Central Heating ◽  
The Impact ◽  
First Time ◽  
Mental Well Being

Fuel poverty affects around 34% of European homes, representing a considerable burden to society and healthcare systems. This pilot study assesses the impact of an intervention to install a new first time central heating system in order to reduce fuel poverty on household satisfaction with indoor temperatures/environment, ability to pay bills and mental well-being. In Cornwall, 183 households received the intervention and a further 374 went onto a waiting list control. A post-intervention postal questionnaires and follow-up phone calls were undertaken ( n = 557) to collect data on household demographics, resident satisfaction with indoor environment, finances and mental well-being (using the Short Warwick-Edinburgh Mental Wellbeing scale). We compared responses between the waiting list control and intervention group to assess the effectiveness of the intervention. A total of 31% of participants responded, 83 from the waiting list control and 71 from the intervention group. The intervention group reported improvements in the indoor environment, finances and mental well-being. However, these benefits were not expressed by all participants, which may result from diverse resident behaviours, lifestyles and housing characteristics. Future policies need to consider whole house approaches alongside resident training and other behaviour change techniques that can account for complex interactions between behaviours and the built environment.

scholarly journals A-150 Motor Sequencing Training Improved Executive Abilities in a Boy with Rolandic Epilepsy

2020 ◽  
Vol 35 (6) ◽  
pp. 944-944
Author(s):  
Kiseleva N ◽  
Kiselev S
Keyword(s):  
Neuropsychological Assessment ◽  
Treatment Approach ◽  
Auditory Attention ◽  
Intervention Period ◽  
Rolandic Epilepsy ◽  
Neurocognitive Functions ◽  
The Impact ◽  
To Receive ◽  
Therapy Sessions ◽  
Executive Abilities

Abstract Objective It is known that children with epilepsy can have deficit in neurocognitive abilities. It is of great significance to receive the evidence for efficiency of different treatments that are aimed to help children with epilepsy. The goal of this study was to reveal the impact of 12 weeks of motor sequencing training on the executive abilities in a child with Rolandic epilepsy. Methods The child is 7 year old boy. The neuropsychological assessment of child has revealed the mild deficit in executive abilities. Child participated in 12 weeks of motor sequencing training. A total of 36 therapy sessions lasting 50 minutes were performed.This therapy trains the child to plan, sequence and process information more effectively through repetition of goal-directed movements. This programme is built on the conceptual framework derived from the work of Luria’s theory of restoration of neurocognitive functions (Luria, 1963, 1974). Results Neuropsychological assessment (NEPSY) of child after the intervention period has revealed apparent progress in performance of 4 subtests which are designed to assess executive abilities and attention (Tower, Auditory Attention and Response Set, Visual Attention, Statue). Conclusion According to result of this case report it can be assumed that motor sequencing training can be used as a prospective treatment approach for development of executive abilities in children with Rolandic epilepsy.

scholarly journals Use of Mustard Seed Footbaths for Respiratory Tract Infections: A Pilot Study

2020 ◽  
Vol 2020 ◽  
pp. 1-6
Author(s):  
Katja Goetz ◽  
Aune Hinz ◽  
Jost Steinhäuser ◽  
Ulrich von Rath
Keyword(s):  
Pilot Study ◽  
Respiratory Tract ◽  
Respiratory Tract Infections ◽  
Intervention Group ◽  
Repeated Measurements ◽  
Mustard Seed ◽  
Control Group ◽  
Subjective Perception ◽  
Tract Infections ◽  
And Control

Objective. Respiratory tract infections (RTIs) are the most commonly treated acute problems in general practice. Instead of treatment with antibiotics, therapies from the field of integrative medicine play an increasingly important role within the society. The aim of the study was to evaluate whether mustard footbaths improve the symptoms of patients with RTIs. Methods. The study was designed as a pilot study and was carried out as an interventional trial with two points of measurement. Between November and December 2017, six practices were invited to participate. Two of them participated in the study. Patients were included who presented with an RTI at one of the involved primary care practices during February and April 2018. Participants in the intervention group used self-administered mustard seed powder footbaths at home once a day, to be repeated for six consecutive days. The improvement of symptoms was measured using the “Herdecke Warmth Perception Questionnaire” (HeWEF). A variance analysis for repeated measurements was performed to analyse differences between the intervention and control groups. Results. In this pilot study, 103 patients were included in the intervention group and 36 patients were included in the control group. A comparison of the intervention and control group before the intervention started showed nearly no difference in their subjective perception of warmth measured by the HeWEF questionnaire. Participants of the intervention group who used mustard seed footbaths for six consecutive days showed an improvement in four of the five subscales of the HeWEF questionnaire. Conclusions. This study could provide a first insight into a possible strategy to improve symptoms regarding RTI by using mustard seed footbaths.

Partnerships for Active Children in Elementary Schools: Outcomes of a 2-Year Pilot Study to Increase Physical Activity During the School Day

2017 ◽  
Vol 32 (3) ◽  
pp. 621-630 ◽  
Author(s):  
R. Glenn Weaver ◽  
Collin A. Webster ◽  
Cate Egan ◽  
Carolina M. C. Campos ◽  
Robert D. Michael ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary Schools ◽  
Pilot Study ◽  
Service Learning ◽  
Vigorous Physical Activity ◽  
Intervention Group ◽  
Control Group ◽  
Institute Of Medicine ◽  
School Day ◽  
The Impact

Purpose: To evaluate the impact of the pilot study Partnerships for Active Children in Elementary Schools on the percentage of children achieving the Institute of Medicine guideline of 30 minutes of moderate-to-vigorous physical activity (MVPA) during the school day. Design: Pre/multiple post-quasi-experimental. Setting: Four elementary schools. Participants: Physical education (n = 3) and classroom teachers (n = 12) and students (n = 229). Intervention: Partnerships for Active Children in Elementary Schools was a multicomponent, theory-driven intervention facilitated through school–university partnerships. Intervention approaches included communities of practice, community-based participatory research, and service learning. Measures: Accelerometer-derived percentage of children accumulating 30 minutes of MVPA during the school day. Analysis: Multilevel mixed-effects regression estimated MVPA differences over time. Results: Compared to control, a 2.4% (95% confidence interval [CI]: −0.0% to 4.8%) and 8.8% (95% CI: −0.3% to 15.4%) increase in the percentage of time girls and boys engaged in MVPA during the school day was observed. The percentage of boys and girls in the intervention group achieving 30 minutes of MVPA/day increased from 57.5% to 70.7% and 35.4% to 56.9%, respectively. Boys and girls in the control group decreased from 61.5% to 56.4% and 52.6% to 41.9%, respectively. However, these changes did not reach statistical significance. Conclusion: Partnerships for Active Children in Elementary Schools demonstrated meaningful impact on children’s MVPA during the school day by increasing boys’ and girls’ MVPA. However, additional strategies may be required to help schools achieve the Institute of Medicine guideline.

scholarly journals Can Driving-Simulator Training Enhance Visual Attention, Cognition, and Physical Functioning in Older Adults?

2018 ◽  
Vol 2018 ◽  
pp. 1-9 ◽  
Author(s):  
Mathias Haeger ◽  
Otmar Bock ◽  
Daniel Memmert ◽  
Stefanie Hüttermann
Keyword(s):  
Visual Attention ◽  
Driving Simulator ◽  
Intervention Group ◽  
Real Life ◽  
Motor Task ◽  
Repeated Measurements ◽  
Simulator Training ◽  
Transfer Effects ◽  
Computerized Training ◽  
Training Approach

Virtual reality offers a good possibility for the implementation of real-life tasks in a laboratory-based training or testing scenario. Thus, a computerized training in a driving simulator offers an ecological valid training approach. Visual attention had an influence on driving performance, so we used the reverse approach to test the influence of a driving training on visual attention and executive functions. Thirty-seven healthy older participants (mean age: 71.46 ± 4.09; gender: 17 men and 20 women) took part in our controlled experimental study. We examined transfer effects from a four-week driving training (three times per week) on visual attention, executive function, and motor skill. Effects were analyzed using an analysis of variance with repeated measurements. Therefore, main factors were group and time to show training-related benefits of our intervention. Results revealed improvements for the intervention group in divided visual attention; however, there were benefits neither in the other cognitive domains nor in the additional motor task. Thus, there are no broad training-induced transfer effects from such an ecologically valid training regime. This lack of findings could be addressed to insufficient training intensities or a participant-induced bias following the cancelled randomization process.

Communicating Oncologic Prognosis With Empathy: A Pilot Study of a Novel Communication Guide

2020 ◽  
Vol 37 (12) ◽  
pp. 1029-1036
Author(s):  
Megan Lippe ◽  
Phillips Farya ◽  
McCulloch Jennifer ◽  
Alexandra Stanley ◽  
Jones Barbara ◽  
...  
Keyword(s):  
Pilot Study ◽  
Health Care Providers ◽  
Intervention Group ◽  
Care Providers ◽  
Communication Tool ◽  
Prognostic Information ◽  
Patient Centered ◽  
Incurable Cancer ◽  
Post Test ◽  
The Impact

Background: Clear communication between patients, families, and health-care providers is imperative to maximize patient outcomes, particularly for patients diagnosed with incurable cancer who require prompt engagement in decision-making. In response to the need to engage in quality patient-centered communication, an interprofessional team, representing medicine, nursing, social work, spiritual care, and clinical psychology, explored extant literature and developed a simple, single-page communication guide that summarizes the prognosis for patients with incurable cancers. The tool was specifically designed to enhance communication for patients, families, and across all members of the treatment and patient support team. Purpose: The purpose of this pilot study was to evaluate the impact of the communication guide on patient’s accurate understanding of prognosis and the feasibility and acceptability of the intervention. Methods: The study employed a sequential explanatory mixed-method design. Using pre- and post-tests, participants completed a prognosis and treatment perception survey and were randomized into control or intervention groups based on preference for prognostic information. The oncologist utilized the communication guide with the participants in the intervention group. Finally, 6-week post-test surveys were completed, followed by an exit interview. Results: Key findings revealed participants prefer receiving detailed information about prognosis and have differing perceptions compared to the oncologists. Understandings of prognosis for patients and oncologists became more congruent following use of the communication guide. Participants found the tool useful and helpful. Conclusions: The communication tool serves as a promising mechanism to enhance patient-centered communication about prognosis for patients with incurable cancer.

scholarly journals Mindfulness and Coaching to Improve Learning Abilities in University Students: A Pilot Study

2020 ◽  
Vol 17 (6) ◽  
pp. 1935
Author(s):  
Lorenza Corti ◽  
Carmen Gelati
Keyword(s):  
Pilot Study ◽  
University Students ◽  
Self Regulation ◽  
Intervention Group ◽  
Study Strategies ◽  
Self Report ◽  
Control Group ◽  
Learning Abilities ◽  
Effective Learning ◽  
And Training

This pilot study investigated the effects of a short 10-module intervention called MEL (Mindful Effective Learning), which integrates mindfulness, coaching, and training on study strategies, to improve learning abilities among university students. Inspired by ample research on the learning topics that points out how effective learning and good academic results depend simultaneously on self-regulation while studying combined with emotional and motivational factors, the intervention aimed to train students simultaneously in these three aspects. The intervention group participants (N = 21) and the control group participants (N = 24) were surveyed pre- and post-intervention with the Italian questionnaire AMOS (Abilities and Motivation to Study) and the Italian version of the Mindful Attention Awareness Scale (MAAS). The results showed that, regarding self-regulation in study, trained students improved their self-awareness, self-evaluation ability, metacognition skills, and organizational and elaborative ability to manage study materials; regarding emotional aspects, they improved their anxiety control; regarding motivation they developed an incremental theory of Self and improved their confidence in their own intelligence. Moreover, two follow-up self-report surveys were conducted, and trained students reported positive assessments of the MEL intervention. Findings suggest that a short intervention based on mindfulness and coaching and training on study strategies may improve students’ effective learning.

scholarly journals The impact of formative assessment on self-regulating learning in university classrooms

2016 ◽  
Vol 4 (1) ◽  
pp. 99 ◽  
Author(s):  
Fisseha Mikre Weldmeskel ◽  
Dreyer Johann Michael
Keyword(s):  
Formative Assessment ◽  
Peer Assessment ◽  
Self Regulation ◽  
Intervention Group ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Before And After ◽  
Quasi Experimental ◽  
Psychology Course ◽  
The Impact

This study describes the extent of which the use of quality formative assessment on lessons of a course involves the students as self-regulated learners. There is an increased interest among educational researchers to observe improvement of student self-regulation on learning. The predominant use of summative assessment remains a challenge to helping students develop self-regulation skills in learning and assessment. Quality formative assessment includes formative feedback, self-assessment and peer assessment. The study followed a partially mixed sequential research design and applied a quasi-experimental intervention that lasted for six weeks where six educators applied quality formative assessment on lessons of a general psychology course for intervention group students (N=191). The quantitative data were collected by self-regulated learning questionnaire before and after the use of quality formative assessment on lessons. The qualitative data were collected by focus group discussions with the students. The students’ perceptions on self-regulating learning were compared between the intervention (N=191) and the comparison (N=187) group of students. The quantitative analysis used t-test and biserial correlation and proved the presence of statistically significant difference between the two groups in perceiving the self-regulation of learning. Moreover, effect size estimate (Cohen’s d) was used to provide a strong validation on the variation between the two groups for the measure of self-regulating learning. Recommendations were made to promote the use of quality formative assessment aiming at the improvement of student self-regulation on learning and assessment in university classes.

scholarly journals A simple reorganization of childcare centre with positive effects on self-regulation and play behaviour

2021 ◽  
Author(s):  
Anaclara Gerosa ◽  
Mauricio Castillo ◽  
Veronica Nin ◽  
Alejandra Carboni
Keyword(s):  
Peer Interactions ◽  
Low Cost ◽  
Negative Affectivity ◽  
Self Regulation ◽  
Intervention Group ◽  
Financial Resources ◽  
Emotional Symptoms ◽  
Positive Effects ◽  
Childcare Centre ◽  
The Impact

In the present study, we used a cuasi-experimental design to evaluate the impact of changing the organization of preschool centres in children’s self regulation and socio-emotional development. The changes included giving the children the opportunity to choose activities, the conformation of multi-aged groups during part of the day, and promoting a higher commitment of educators to specific aspects of the curriculum. Our results show that children in the intervention group display improved self-regulation, particularly in a decrease in negative affectivity, conduct problems and emotional symptoms. Additionally, they showed increase complexity in their play behaviours and more peer-interactions in social play. The intervention proved to be a low-cost, easy to implement alternative with promising results in a country with restricted financial resources in education.

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