scholarly journals Comparing the effectiveness of ISTDP intervention program, awareness training, and its application on executive functions

2020 ◽  
Vol 19 (87) ◽  
pp. 339-348
Author(s):  
Naneseh Sarihi ◽  
Davood Manavipour ◽  
Mojtaba Sdaghatifard ◽  
◽  
◽  
...  
Keyword(s):  
Executive Functions ◽  
Intervention Program ◽  
Awareness Training ◽  
Program Awareness

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 Improvement of executive functions after the application of a neuropsychological intervention program (PEFEN) in pre-term children

2019 ◽  
Vol 98 ◽  
pp. 328-336 ◽  
Author(s):  
Olga García-Bermúdez ◽  
Francisco Cruz-Quintana ◽  
Miguel Pérez-García ◽  
Natalia Hidalgo-Ruzzante ◽  
Manuel Fernández-Alcántara ◽  
...  
Keyword(s):  
Executive Functions ◽  
Intervention Program

scholarly journals Cognitive stimulation in children at social risk: its transference to school performance

2017 ◽  
Vol 10 (2) ◽  
pp. 34-45 ◽  
Author(s):  
Celina Graciela Korzeniowski ◽  
Mirta Susana Ison ◽  
Hilda Difabio
Keyword(s):  
Executive Functions ◽  
School Performance ◽  
Intervention Program ◽  
Word Identification ◽  
Cognitive Intervention ◽  
Control Word ◽  
Cognitive Stimulation ◽  
Control Group ◽  
Social Risk ◽  
Quasi Experimental

The present study set out to evaluate the effectiveness of a group cognitive intervention aimed at promoting executive functions in children at social risk, and its resulting effect on school performance. The quasi-experimental, pretest-posttest design included a control group. The sample was made up of 178 children (52% boys), aged 6-10. The children were evaluated by means of a battery of neuropsychological EF tests, learning achievement tests, and a teacher-rated behavioral EF scale. The intervention program included 30 group cognitive stimulation sessions that increased in difficulty and was embedded into school curricula. Trained children performed better in terms of cognitive flexibility, planning, metacognition, inhibitory control, word identification and dictation, as compared to their baseline values and children in the control group. This study provides new evidence of the effectiveness of cognitive interventions in children and its possibility to transfer cognitive gains to school performance contexts.Key words: cognitive intervention, executive functions, school performance, children, poverty.

scholarly journals Mindfulness and Executive Functions: Making the Case for Elementary School Practice

2020 ◽  
Vol 10 (1) ◽  
pp. 544-553 ◽  
Author(s):  
Anne Ritter ◽  
Isabel Alvarez
Keyword(s):  
Elementary School ◽  
Executive Functions ◽  
Elementary School Students ◽  
Intervention Program ◽  
Fifth Grade ◽  
School Students ◽  
School Based ◽  
Student Questionnaire ◽  
School Mindfulness ◽  
The Mind

This study explores the use of mindfulness school-based intervention program in an elementary school. Mindfulness training is an accepted and effective didactic approach to improve the executive functions (EFs) of elementary school students. This study aimed to evaluate the effects of the Mind Yeti program on the executive functions of elementary school students. A diverse sample of third, fourth, and fifth grade elementary school students (n = 177) participated in their natural classroom setting, with six sessions per week for six weeks. Students self-reported their EFs on the Executive Function Student Questionnaire (EFSQ) pre- and posttest. Paired-sample t-tests indicated that students significantly improved on the three of the six EFs examined. Additionally, students in fifth grade responded better to Mind Yeti than students in third grade. Results were consistent with the hypothesis, suggesting that Mind Yeti is an appropriate and effective intervention for improving the EFs of students.

Executive Functions and Interpersonal Skills in Preadolescents With High Family Risk: Effectiveness of a Multicomponent Intervention Program

2019 ◽  
Vol 40 (1) ◽  
pp. 104-133
Author(s):  
M. Mar Gómez-Pérez ◽  
M. Dolores Calero ◽  
Sara Mata
Keyword(s):  
Executive Functions ◽  
Critical Period ◽  
Interpersonal Skills ◽  
Intervention Program ◽  
Growing Up ◽  
Family Risk ◽  
Intervention Effects ◽  
Multicomponent Intervention ◽  
Multicomponent Program

Growing up in a high family risk (HFR) environment is accompanied by difficulties in executive functions (EFs) and interpersonal skills (IS) that may persist into adulthood. Because preadolescence is a critical period, this study will assess a multicomponent mediational intervention program, to determine the possibility of improving these skills. There were 61 preadolescent participants, between the ages of 8 and 12; 34 were associated with HFR and 27 were associated with low family risk (LFR). All the participants were tested with EF and IS measures. Results showed that, prior to treatment, the HFR preadolescents had poorer performance on EF and IS than did the LFR preadolescents. In the posttreatment measures, to assess the utility of the multicomponent program, the HFR preadolescents group was able to match the scores of those in the LFR group. In addition, intervention effects in the HFR group were maintained in the follow-up assessment.

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

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 Funciones ejecutivas y rendimiento futbolístico. Diseño y evaluación de un programa de intervención (Executive functions and football performance. Design and evaluation of an intervention program)

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 306-315
Author(s):  
Noelia Carbonell Bernal ◽  
María Ángeles Hernández-Prados ◽  
Beatriz R. Sarmiento ◽  
Esther María González Castellón ◽  
Maria Cinta Aguaded Gómez ◽  
...  
Keyword(s):  
Executive Function ◽  
Executive Functions ◽  
Intervention Program ◽  
Positive Relationship ◽  
The World ◽  
The Relationship ◽  
Neuropsychological Variables

  Es conocida la relación entre variables neuropsicológicas y destrezas en el ámbito deportivo. Dado que el fútbol es uno de los deportes más practicados en el mundo, es importante analizar el estudio de estas variables en dicho deporte, así como desarrollar intervenciones que contribuyan a mejorar la habilidad deportiva de forma indirecta. La presente investigación tuvo por objetivo averiguar los efectos de un programa de intervención en el que se trabajaron las funciones ejecutivas (FEs) con la finalidad de mejorar el rendimiento en el fútbol. Se llevó a cabo una intervención en la que participaron un total de 29 sujetos de edades comprendidas entre ocho y diez años, que practicaban fútbol de forma habitual. Se realizó una evaluación final para la medición de las funciones ejecutivas, a través del cuestionario para la Evaluación Conductual de la Función Ejecutiva-2 (BRIEF-2). Los resultados apuntan a una relación positiva entre las funciones ejecutiva y el rendimiento en el fútbol.  Abstract. The relationship between neuropsychological variables and skills in the sports field is known. Taken into account that soccer is one of the most practiced sports in the world, it is important to analyze the study of these variables in this sport, as well as to develop interventions that indirectly contribute to improve sports ability. The present research aimed to find out the effects of an intervention program in which the executive functions were trained in order to improve soccer performance. An intervention program was developed with a total of 29 participants between eight to ten years old, who regularly practice soccer. The executive functions measurement test was carried out through the BRIEF-2 questionnaire. The results point to a positive relationship between executive function and soccer performance.

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