scholarly journals Program of neuropsychological stimulation of cognition in students: Emphasis on executive functions - development and evidence of content validity

2017 ◽  
Vol 11 (1) ◽  
pp. 88-99
Author(s):  
Caroline de Oliveira Cardoso ◽  
Natália Martins Dias ◽  
Alessandra Gotuzo Seabra ◽  
Rochele Paz Fonseca
Keyword(s):  
Executive Functions ◽  
Content Validity ◽  
School Environment ◽  
Intervention Program ◽  
Preventive Intervention ◽  
Methodological Approach ◽  
Rehabilitation Programs ◽  
Internal Phase ◽  
Methodological Procedures ◽  
Program Construction

ABSTRACT Objective: The goal of this study was to describe the construction process and content validity evidence of an early and preventive intervention program for stimulating executive functions (EF) in Elementary School children within the school environment. Methods: The process has followed the recommended steps for creating neuropsychological instruments: internal phase of program organization, with literature search and analyses of available materials in the classroom; program construction; analysis by expert judges; data integration and program finalization. To determine the level of agreement among the judges, a Content Validity Index (CVI) was calculated. Results: Content validity was evidenced by the agreement among the experts with regards to the program, both in general and for each activity. All steps taken were deemed necessary because they contributed to the identification of positive aspects and possible flaws in the process Conclusion: The steps also helped to adapt stimuli and improve program tasks and activities. Methodological procedures implemented in this study can be adopted by other researchers to create or adapt neuropsychological stimulation and rehabilitation programs. Furthermore, the methodological approach allows the reader to understand, in detail, the technical and scientific rigor adopted in devising this program.

scholarly journals EXECUTIVE FUNCTIONS IN EARLY CHILDHOOD: A MAJOR LEVER FOR THE HEALTHY AND BALANCED DEVELOPMENT OF PRESCHOOL CHILDREN

2021 ◽  
Vol 03 (03) ◽  
pp. 198-208
Author(s):  
Ihsane DAHANE
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Cognitive Development ◽  
Executive Functions ◽  
Cognitive Skills ◽  
Intervention Program ◽  
Preschool Education ◽  
Study Participant ◽  
Balanced Development ◽  
Scholastic Success

The early childhood is considered as one of the decisive stages in a child’s life. It’s viewed as the first building block that shapes the child’s personality in all its aspects, as this is when the child begins to deal with his external surrounding. Moreover, during this period the child's awareness grows towards autonomy. He starts to rely on himself in his actions and movement confidently. What the child experiences in his first years, shapes all his upcoming learnings. For instance, during the preschool, the child starts acquiring new principles and grasps some abstract concepts like solidarity, participation, socialization … The institution also works on promoting all the skills which are related to artistic creativity, recreational and educational activities. And since the intervention at this stage has a great impact on the child’s scholastic success, Its consequences positively affect the child’s health and behavior, as well as his cognitive and mental development. Thus, the recent studies have shed light on the child's cognitive development in early stages. And focused mainly on understanding and identifying the factors affecting this development. A reference should be made that the child's cognitive development is crucially related scholastic success. That’s to say, by promoting the executive functions (inhibition - cognitive flexibility – memory – planning and organizing…) at the very early childhood stage is regarded as the cornerstone for building a child’s cognitive skills and acquiring social behavior. This research study aims to explore the children’s executive functions state at their early childhood stage (preschool children) in order to identify the strengths and weaknesses which needs intervention. The study was implemented by using the CHILDHOOD EXECUTIVE FUNCTIONING INVENTORY (CHEXI) FOR PARENTS AND TEACHERS. The study participant were 150 children, divided among 10 educators in the second preparatory level at 4 different schools. The latter are part of (The Moroccan Foundation for the Promotion of preSchool education) in the Rabat region. It was concluded that the executive functions of preschool children still need further reinforcement and development by setting up an intervention program.

scholarly journals Efektivitas Alih Baring Tiap 2 Jam Terhadap Pencegahan Ulkus Dekubitus pada Pasien Pasca Stroke dengan Tirah Baring Lama di Bangsal Saraf RSUD Arifin Achmad Pekanbaru

2017 ◽  
Vol 4 (2) ◽  
pp. 133
Author(s):  
Bevi Dewi Citra ◽  
Hermes C. Sitompul ◽  
Tuti Restuastuti
Keyword(s):  
Intervention Study ◽  
Preventive Intervention ◽  
Decubitus Ulcer ◽  
Medical Rehabilitation ◽  
Neurological Deficits ◽  
Stroke Patients ◽  
Cross Sectional ◽  
Post Stroke ◽  
Rehabilitation Programs ◽  
Significant Difference

Neurological deficits on stroke patients can caused immobility. Decubitus ulcer is one of immobilty’s complication.Two hours repositioning is one of medical rehabilitation programs in decubitus prevention. The aim of this study is todescribe effectiveness of two hours repositioning to prevent decubitus ulcer, especially on post-stroke patients. Thisstudy was a preventive intervention study with cross-sectional approach. Sample consists of 32 patients. Group Iconsists of 16 patients with repositioning intervention. On the otherhand, group II consists of 16 patients withoutrepositioning intervention. Then, this two groups were compared and were looked for the effectiveness. from thisstudy, we knew that prevalence of decubitus ulcer on post-stroke patients are 19.4% with the effectiveness of two hoursrepositioning is 87.5%. There was significant difference between these two groups to prevent decubitus. it occurred ongeriatric patients with percentage of 75%. Its Proportion for female: male are 2:1. It is commonly occurred on firstweek hospitalization, especially grade 2 (33.3%). It is mostly located on sacrum (100%).

A preliminary investigation of a school-based musical theater intervention program for children with intellectual disabilities

2017 ◽  
Vol 22 (3) ◽  
pp. 262-278 ◽  
Author(s):  
Olena Zyga ◽  
Sandra W Russ ◽  
Heather Meeker ◽  
Jodi Kirk
Keyword(s):  
Intellectual Disability ◽  
School Environment ◽  
Repeated Measures ◽  
Musical Theater ◽  
Intervention Program ◽  
Preliminary Investigation ◽  
Individual Level ◽  
Repeated Measures Design ◽  
Theater Program ◽  
School Based

The presence of an intellectual disability may cause a child to have significant deficits in social skills and emotion regulation abilities across development. A vital next step is to find interventions that can be delivered in the school environment and across disability categories that target socioemotional factors. The current study investigated the feasibility of delivering a school-based musical theater program to students with intellectual disability across a range of school settings. A within-group repeated-measures design was used to analyze pre- and post-video recordings of the intervention program, which were coded for six domains of socioemotional ability across all participants ( n = 47). Results showed that significant gains across all domains were observed. However, these gains related to school- and individual-level student factors, such as grade level, severity of disability, and baseline social skill ability.

scholarly journals Understanding the Psychosocial and Parenting Needs of Mothers with Irritable Bowel Syndrome with Young Children

Children ◽  
2020 ◽  
Vol 7 (8) ◽  
pp. 93
Author(s):  
Lexa K. Murphy ◽  
Tanera R. van Diggelen ◽  
Rona L. Levy ◽  
Tonya M. Palermo
Keyword(s):  
Irritable Bowel Syndrome ◽  
Intervention Program ◽  
Preventive Intervention ◽  
Qualitative Interviews ◽  
Signs And Symptoms ◽  
School Age Children ◽  
Healthy Children ◽  
Childbearing Age ◽  
Gastrointestinal Problems ◽  
Irritable Bowel

Women of childbearing age experience the highest prevalence of irritable bowel syndrome (IBS), yet little is known about their psychosocial and parenting needs, which may influence their children’s experience of future gastrointestinal or pain-related conditions. The aims of this study were to conduct qualitative interviews to understand the psychosocial and parenting needs of mothers with IBS who have young school-age children, and to assess mothers’ potential interest in and acceptability of a preventive parenting intervention program. Ten mothers with IBS who have young (age 5–10), healthy children were interviewed. Interviews were coded with thematic analysis and three themes were identified: (1) Guilt about how IBS impacts children, (2) Worry that children will develop IBS, and (3) Already on high alert for children’s health. All mothers expressed interest in an Internet-based preventive intervention and identified tools and strategies they would want included. Results demonstrate that mothers experience guilt about how IBS has impacted their children in their daily lives, concern that they need to pay attention to children’s early signs and symptoms that could indicate gastrointestinal problems, and worry about children developing IBS in the future—suggesting that a preventive intervention may address important concerns for this population.

scholarly journals Executive Functions as Predictors of School Performance and Social Relationships: Primary and Secondary School Students

2016 ◽  
Vol 19 ◽  
Author(s):  
Juan Pablo Zorza ◽  
Julián Marino ◽  
Alberto Acosta Mesas
Keyword(s):  
Social Behavior ◽  
Secondary School ◽  
Executive Functions ◽  
Prosocial Behavior ◽  
School Performance ◽  
School Environment ◽  
Secondary School Students ◽  
Predictive Power ◽  
School Students ◽  
Primary And Secondary School

AbstractThis study examined the relationship between executive functions (EFs) and school performance in primary and secondary school students aged 8 to 13 years (N = 146, M = 10.4, 45.8% girls). EFs were evaluated using the Trail Making Test (TMT), Verbal Fluency (VF), and the Stroop Test. Students’ GPAs and teachers’ assessment of academic skills were used to measure school performance. To evaluate the students’ social behavior, participants were asked to rate all their classmates’ prosocial behavior and nominate three students with whom they preferred to do school activities; teachers also provided evaluations of students’ social skills. EF measures explained 41% (p = .003, f2 = .694) of variability in school performance and 29% (p = .005, f2 = .401) of variance in social behavior in primary school students. The predictive power of EFs was found to be lower for secondary school students, although the TMT showed significant prediction and explained 13% (p = .004, f2 = .149) of variance in school performance and 15% (p = .008, f2 = .176) in peer ratings of prosocial behavior. This paper discusses the relevance of EFs in the school environment and their different predictive power in primary and secondary school students.

Adaptation of the Preventive Intervention Program for Depression for Use with Predominantly Low-Income Latino Families

2009 ◽  
Vol 48 (2) ◽  
pp. 269-291 ◽  
Author(s):  
EUGENE J. D'ANGELO ◽  
ROXANA LLERENA-QUINN ◽  
RACHEL SHAPIRO ◽  
FRANCES COLON ◽  
PAOLA RODRIGUEZ ◽  
...  
Keyword(s):  
Low Income ◽  
Intervention Program ◽  
Preventive Intervention ◽  
Latino Families

Program Provider and Observer Ratings of School-Based Preventive Intervention Implementation: Agreement and Relation to Youth Outcomes

2004 ◽  
Vol 31 (2) ◽  
pp. 242-257 ◽  
Author(s):  
Catherine J. (Goldberg) Lillehoj ◽  
Kenneth W. Griffin ◽  
Richard Spoth
Keyword(s):  
Program Implementation ◽  
Intervention Program ◽  
Preventive Intervention ◽  
Independent Observer ◽  
Youth Outcomes ◽  
Provider Characteristics ◽  
School Based ◽  
Prevention Studies ◽  
Middle School Youth ◽  
Observer Ratings

Few prevention studies have examined the degree to which different measures of program implementation adherence predict youth outcomes. The current study was conducted with rural middle school youth participating in a longitudinal school-based preventive intervention program. Study participants’ average age at the pretest assessment was 12.3 years. The association between program implementation ratings supplied by provider self-reports and trained independent observer reports were evaluated. In addition, the relationship between measures of implementation and youth outcomes were examined. Results indicated that although program providers tended to report higher implementation than independent observers, most ratings were correlated significantly across raters. Observer-reported implementation ratings significantly predicted several youth substance-related outcomes, while provider-reported self-ratings did not.Program provider characteristics predicted several youth outcomes. Findings suggest that there might be a social desirability bias in provider self-reported ratings of implementation and that caution must be used when interpreting self-reported ratings of implementation.

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