scholarly journals School-based intervention to address self-regulation and executive functioning in children attending primary schools in remote Australian Aboriginal communities

PLoS ONE ◽  
2020 ◽  
Vol 15 (6) ◽  
pp. e0234895 ◽  
Author(s):  
Bree Wagner ◽  
Jane Latimer ◽  
Emma Adams ◽  
Heather Carmichael Olson ◽  
Martyn Symons ◽  
...  
Keyword(s):  
Executive Functioning ◽  
Primary Schools ◽  
Self Regulation ◽  
Aboriginal Communities ◽  
School Based Intervention ◽  
Australian Aboriginal ◽  
School Based

scholarly journals School-Based Multicomponent Intervention to Promote Physical Activity and Reduce Sedentary Time of Disadvantaged Children Aged 6-10 Years: Protocol for a Randomized Controlled Trial

10.2196/17815 ◽  
2020 ◽  
Vol 9 (9) ◽  
pp. e17815
Author(s):  
Caroline Maite Marie Bernal ◽  
Lena Lhuisset ◽  
Nicolas Fabre ◽  
Julien Bois
Keyword(s):  
Physical Activity ◽  
Academic Achievement ◽  
Randomized Controlled Trial ◽  
Motor Skills ◽  
Primary Schools ◽  
Sedentary Time ◽  
Controlled Trial ◽  
School Based Intervention ◽  
Randomized Controlled ◽  
School Based

Background In our modern society, physical activity (PA) is decreasing and sedentary time (ST) is increasing, especially for children from disadvantaged neighborhoods. School-based interventions to promote PA and decrease ST are therefore required among this population in order to change children’s lifestyle habits. Moreover, attentional capacities and academic achievement can be enhanced by chronic PA during childhood. The relationships between these variables have been poorly studied with this population. Objective The objective of this study is to present the rationale and methods for a randomized controlled trial among 6-10-year-old children with low socioeconomic status that will (1) evaluate the effectiveness of a school-based intervention designed to promote PA and reduce ST and (2) study the relationships between PA, ST, motor skills, attentional capacities, and academic achievement. Methods A randomized controlled trial was conducted in 2 eligible primary schools. During academic year 2016-2017, 1 school was randomly assigned as the experiment one and the other was assigned as the control one. Five assessments times were used: baseline (T1 [November 2016] to T2 [June 2017]), follow-up (T3 [November 2017] to T4 [June 2018]), and final assessment (T5 [June 2019]). The school-based intervention included various components on different levels of the socioecological model: (1) curriculum-based program for children; (2) sensitization workshops and newsletters for parents; (3) training workshops for teachers; (4) environmental adaptation of playgrounds and reorganization of recess time; (5) time adaptation of lunch breaks; and (6) collaboration with political groups. PA, ST, motor skills, and attentional capacities were evaluated and academic achievement was recorded. Results The presented intervention and its different assessments have been successfully implemented. In order to achieve the 2 objectives of this randomized controlled trial, data analyses are about to be completed. Conclusions The implementation of this randomized controlled trial can help to determine effective strategies to promote PA in the context of increasing prevalence of physical inactivity among children with sedentary lifestyle which will be useful for researchers, stakeholders, and public policy makers. Trial Registration ClinicalTrials.gov NCT03983447; https://clinicaltrials.gov/ct2/show/NCT03983447 International Registered Report Identifier (IRRID) RR1-10.2196/17815

A Validation Study of the BRIEF-2 Among Kindergarteners and First Graders At-Risk for Behavior Problems

Assessment ◽  
2021 ◽  
pp. 107319112110322
Author(s):  
Michelle M. Cumming ◽  
Daniel V. Poling ◽  
Yuxi Qiu ◽  
Andy V. Pham ◽  
Ann P. Daunic ◽  
...  
Keyword(s):  
At Risk ◽  
Executive Functioning ◽  
Early Identification ◽  
Executive Dysfunction ◽  
First Grade ◽  
Future Research ◽  
Students At Risk ◽  
School Based Intervention ◽  
Index Model ◽  
School Based

Early identification of executive dysfunction and timely school-based intervention efforts are critical for students at risk for problematic behaviors during early elementary school. The original Behavior Rating Inventory of Executive Functioning (BRIEF) was designed to measure real-world behavioral manifestations of executive functioning, neurocognitive processes critical for school success. With the updated BRIEF-2, independent validation is needed with kindergarten and first grade students at risk for emotional and behavioral disorders. Thus, using item level analyses, we examined the factor structure of the BRIEF-2 Teacher Rating form with 1,112 students. Results indicated little evidence for the original three-index model and supported a modified two-index model, with a Cognitive Regulation Index and an overall Behavior–Emotion Regulation Index. Criterion related validity indicated positive relationships with performance-based executive functioning (Head-Toes-Knees-Shoulders) and later internalizing and externalizing behaviors. We discuss implications of findings for early identification and school-based intervention efforts, as well as future research.

scholarly journals Promote Selective Attention in 4th-Grade Students: Lessons Learned from a School-Based Intervention on Self-Regulation

Children ◽  
2021 ◽  
Vol 8 (3) ◽  
pp. 182
Author(s):  
Armanda Pereira ◽  
Sara Miranda ◽  
Sara Teixeira ◽  
Sandra Mesquita ◽  
Cleia Zanatta ◽  
...  
Keyword(s):  
Academic Success ◽  
Selective Attention ◽  
Learning Strategies ◽  
Attentional Control ◽  
Self Regulation ◽  
Lessons Learned ◽  
Control Group ◽  
School Based Intervention ◽  
Complex Concept ◽  
School Based

Academic success is a complex concept comprising not only good academic performance, but also the development of competencies and the accomplishment made by the ends of learning. Among the motivational and attentional variables likely to influence academic success, extant literature reports the relevance of developing self-regulation and attentional control to foster school success. Still, little is known about how to foster attentional control competencies through training on self-regulated learning strategies. The present study aims are twofold: (i) to assess the efficacy of a program targetted to promote self-regulation strategies on attentional control, specifically in selective attention, and (ii) to explore the role of selective attention on arithmetic performance. Participants were 136 fourth grade students, aged from 8 to 11 years old. Of those, 68 were enrolled in a school-based intervention aimed to promote self-regulation. At the end of the intervention, the experimental group showed higher levels of self-regulation and selective attention that were significantly different when compared to the control group. The SR training has influenced positively participants SA with impact on their arithmetic competencies. The findings of this study can provide relevant insight to better understand these variables and to design better in-class practices.

Altner N, Erlinghagen M, Körber D, Cramer H, Dobos G (2018) Cultivating mindfuness within the primary school system of a whole town – a reference project of the state of Northrhine Westphalia

2018 ◽  
Author(s):  
Nils H. Altner
Keyword(s):  
Primary School ◽  
School System ◽  
Primary Schools ◽  
Self Regulation ◽  
School Based ◽  
Health Promoting ◽  
Adults And Children ◽  
And Behavior ◽  
The Town ◽  
School Organisation

Mindfulness-based interventions have been shown internationally to strengthen health promoting ressources in adults and children. Based on these findings, the Northrhine Westphalia state-funded reference project „Health, Integration and Concentration – Mindfulness in Primary Schools“ designs and evaluates mindfulness-based 20-hour- interventinons within the primary school system of the town Solingen. First all 21 school principals were addressed and then the teams of teachers in each school. Based on these experiences interventions with the children were then developed together with and implimented by the teachers. In this paper the interventions are scetched out and first qualitative results on different systemic levels within the schools. Of particular interest are possible links between individual developments in attitude, self regulation and behavior, styles of communication and interaction among colleagues and with the children as well as developments in school organisation and culture towards mindful schools. Finally the paper summarizes dos and don´ts for similar projects.Paper is in German https://rdcu.be/OD9z

scholarly journals Involving Parents to Help Improve Children’s Energy Balance-Related Behaviours Through a School-Based Intervention

2020 ◽  
Vol 17 (13) ◽  
pp. 4838
Author(s):  
Anke H. Verhees ◽  
Sacha R.B. Verjans-Janssen ◽  
Dave H.H. Van Kann ◽  
Stef P.J. Kremers ◽  
Steven B. Vos ◽  
...  
Keyword(s):  
Primary Schools ◽  
Weight Status ◽  
Linear Regression Analysis ◽  
Cross Sectional Study ◽  
Family Characteristics ◽  
Primary School Children ◽  
Cross Sectional ◽  
School Based Intervention ◽  
School Based ◽  
Family Nutrition

The Challenge Me intervention aimed to indirectly involve parents in a school-based intervention, by challenging primary school children to perform physical activity (PA) and nutrition-related activities with their parents. The aim of this study is to gain insight in whether this was a feasible strategy to engage children and parents, especially those of vulnerable populations. An exploratory cross-sectional study design was applied. Four primary schools implemented the intervention. Data consisted of challenges completed (intervention posters) and child and family characteristics (questionnaires and anthropometric measurements). Associations between challenges performed and child and family characteristics were assessed using linear regression analysis. Of the 226 study participants, 100% performed at least one challenge, and 93% performed at least one challenge involving parents. Children who performed more PA challenges were often younger, a sports club member, lived in higher socioeconomic status neighbourhoods, of Western ethnicity and from larger families. Regarding nutrition challenges involving parents, younger children performed more challenges. There was no difference in intervention engagement regarding gender, weight status, PA preference, healthy nutrition preference, or the Family PA and Family Nutrition Climate. Challenge Me has potential in involving parents in a school-based intervention. However, certain characteristics were associated with higher involvement.

scholarly journals School-Based Multicomponent Intervention to Promote Physical Activity and Reduce Sedentary Time of Disadvantaged Children Aged 6-10 Years: Protocol for a Randomized Controlled Trial (Preprint)

2020 ◽  
Author(s):  
Caroline Maite Marie Bernal ◽  
Lena Lhuisset ◽  
Nicolas Fabre ◽  
Julien Bois
Keyword(s):  
Physical Activity ◽  
Academic Achievement ◽  
Randomized Controlled Trial ◽  
Motor Skills ◽  
Primary Schools ◽  
Sedentary Time ◽  
Controlled Trial ◽  
School Based Intervention ◽  
Randomized Controlled ◽  
School Based

BACKGROUND In our modern society, physical activity (PA) is decreasing and sedentary time (ST) is increasing, especially for children from disadvantaged neighborhoods. School-based interventions to promote PA and decrease ST are therefore required among this population in order to change children’s lifestyle habits. Moreover, attentional capacities and academic achievement can be enhanced by chronic PA during childhood. The relationships between these variables have been poorly studied with this population. OBJECTIVE The objective of this study is to present the rationale and methods for a randomized controlled trial among 6-10-year-old children with low socioeconomic status that will (1) evaluate the effectiveness of a school-based intervention designed to promote PA and reduce ST and (2) study the relationships between PA, ST, motor skills, attentional capacities, and academic achievement. METHODS A randomized controlled trial was conducted in 2 eligible primary schools. During academic year 2016-2017, 1 school was randomly assigned as the experiment one and the other was assigned as the control one. Five assessments times were used: baseline (T1 [November 2016] to T2 [June 2017]), follow-up (T3 [November 2017] to T4 [June 2018]), and final assessment (T5 [June 2019]). The school-based intervention included various components on different levels of the socioecological model: (1) curriculum-based program for children; (2) sensitization workshops and newsletters for parents; (3) training workshops for teachers; (4) environmental adaptation of playgrounds and reorganization of recess time; (5) time adaptation of lunch breaks; and (6) collaboration with political groups. PA, ST, motor skills, and attentional capacities were evaluated and academic achievement was recorded. RESULTS The presented intervention and its different assessments have been successfully implemented. In order to achieve the 2 objectives of this randomized controlled trial, data analyses are about to be completed. CONCLUSIONS The implementation of this randomized controlled trial can help to determine effective strategies to promote PA in the context of increasing prevalence of physical inactivity among children with sedentary lifestyle which will be useful for researchers, stakeholders, and public policy makers. CLINICALTRIAL ClinicalTrials.gov NCT03983447; https://clinicaltrials.gov/ct2/show/NCT03983447 INTERNATIONAL REGISTERED REPORT RR1-10.2196/17815

scholarly journals Improving self-regulation and executive functioning skills in primary school children in a remote Australian Aboriginal community: A pilot study of the Alert Program®

2019 ◽  
Vol 63 (1) ◽  
pp. 98-115 ◽  
Author(s):  
Bree Wagner ◽  
Heather Carmichael Olson ◽  
Martyn Symons ◽  
Trevor G Mazzucchelli ◽  
Tracy Jirikowic ◽  
...  
Keyword(s):  
Executive Functioning ◽  
Primary School ◽  
Fetal Alcohol Spectrum Disorder ◽  
Primary Schools ◽  
Self Regulation ◽  
Spectrum Disorder ◽  
Fetal Alcohol ◽  
Aboriginal Community ◽  
Alert Program ◽  
Fetal Alcohol Spectrum

Self-regulation and executive functioning impairments are common in children with fetal alcohol spectrum disorder. Given the high rates of fetal alcohol spectrum disorder identified amongst children living in the remote Fitzroy Valley region of Western Australia, the Alert Program® was identified as a culturally safe intervention for use in local primary schools. Researchers collaborated with Aboriginal Elders, community members, and staff from a Fitzroy Valley primary school to trial the Alert Program®. Teachers were trained to deliver eight Alert Program® lessons to children in class. Self-regulation and executive functioning were measured using teacher and parent/caregiver questionnaires three times. Data were analyzed using repeated-measures ANOVA. Teacher-led delivery of the Alert Program® was feasible in a region with high fetal alcohol spectrum disorder rates. As measured by teacher and parent/caregiver ratings, this curriculum may improve the self-regulation and executive functioning of children for some outcomes and provide sustained effects for some children. This community partnered pilot research, evaluated a school-based program to reduce the behavioral impact of fetal alcohol spectrum disorder, and informed design of a larger trial across eight Aboriginal community schools.

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