scholarly journals Promoting Social Competence in Preschool with an Executive Functions Program Conducted by Teachers

2020 ◽  
Vol 12 (11) ◽  
pp. 4408
Author(s):  
Miriam Romero-López ◽  
M. Carmen Pichardo ◽  
Judit Bembibre-Serrano ◽  
Trinidad García-Berbén
Keyword(s):  
Social Competence ◽  
Executive Functions ◽  
Real World ◽  
Estimating Equation ◽  
Generalized Estimating Equation ◽  
Control Group ◽  
Post Intervention ◽  
The Social ◽  
Executive Function Training ◽  
Experimental Group

The objective of this research is to examine the effectiveness of the “Executive Function Training Program in Preschool” (EFE-P) that includes real-world activities and applies different required methodologies for a sustainable education. In addition, it is evaluated whether the improvement of executive functions is transferred to the social competence domain. The study involved 100 students aged 5–6 years, of which 50 were randomly assigned to the active control group and 50 to the experimental group. Executive functions (BRIEF-P) and social competence (BASC and PKBS-2) were measured at two time points (pre-intervention and post-intervention). Data were analyzed using the Generalized Estimating Equation (GEE) for repeated data and results showed that children in the experimental group obtained better scores on executive functions and social competence compared to their peers in the control group. It is discussed if the executive functions training can be effective in improving social competence as long as the programs include real-world activities that encourage such transfer, as the EFE-P does.

APPLICATION OF EXECUTIVE FUNCTION TRAINING AND ITS IMPACT ON COGNITIVE INSIGHT IN PATIENTS WITH SCHIZOPHRENIA

2021 ◽  
pp. 32-34
Author(s):  
Avneesh Narain ◽  
Varsha Gupta ◽  
Amool R. Singh
Keyword(s):  
Executive Function ◽  
Executive Functioning ◽  
Composite Index ◽  
Executive Dysfunction ◽  
Control Group ◽  
Post Intervention ◽  
Cognitive Insight ◽  
Icd 10 ◽  
Executive Function Training ◽  
Experimental Group

Aim: To assess the effect of executive function re-training on cognitive insight among patients with Schizophrenia. 10 patients with Methodology: schizophrenia (diagnosed as per ICD-10 criteria) having signicant cognitive decits and compliant to intervention were assessed on Executive dysfunctions (Stroop test), and Beck's Cognitive insight Scale (BCIS). These were followed by Executive function training to the participants randomly assigned to the Experimental Group while the remaining 5 formed the control group. Both the groups went through post assessment on the same variables. In the test of executive functioning the experimental group Result: who had received executive function training had performed signicantly better than the control group of patients in the study (p<0.05), and that on BCIS the domains of self-reectiveness, self-certainty and composite index showed signicant improvement post intervention as compared to control group (p<0.01). The present study Conclusions: suggests that in patients with schizophrenia having poor cognitive exibility and executive dysfunction, the executive function retraining improves the executive functioning and signicantly impacts the cognitive insight.

scholarly journals Permainan Tradisional sebagai Kegiatan Ekstrakurikuler untuk Meningkatkan Kompetensi Sosial Siswa

2017 ◽  
Vol 2 (1) ◽  
pp. 62-82
Author(s):  
Marzoan Marzoan ◽  
Hamidi Hamidi
Keyword(s):  
Experimental Design ◽  
Social Competence ◽  
Primary Schools ◽  
Wilcoxon Test ◽  
Control Group ◽  
Control Group Design ◽  
The Social ◽  
Significant Difference ◽  
Before And After ◽  
Experimental Group

This study aims to improve the ability of students in extracurricular programs to improve the social competence of students in primary schools. In this study, the traditional game to be played is a common game performed by the people in the area around the school, the game of fort and selodor. Both types of traditional games are assumed to have a social interest because it is done in groups that require cooperation. The experimental design used in this study was to design the pretest-posttest control group design, ie experimental design divided into experimental and control groups. Data analysis techniques in this study divided into two stages, the first stage uses the Wilcoxon test, the second stage of the Mann-Withney U Test. The subjects of this study were 40 elementary students in North Lombok Regency divided into two groups, namely 20 people in SD Negeri 4 Gondang as an experimental class and 20 students in SD Negeri 1 Rempek as control class. The social competence in this study is measured by using the scale of social competence. The results of this study were (1) There is a significant difference in social competence in the experimental group between before and after being treated; (2) There were significant differences in social competence between the experimental group and the control group after being treated

scholarly journals Reducing Aggression by Developing Emotional and Inhibitory Control

2021 ◽  
Vol 18 (10) ◽  
pp. 5263
Author(s):  
Miriam Romero-López ◽  
María Carmen Pichardo ◽  
Ana Justicia-Arráez ◽  
Judit Bembibre-Serrano
Keyword(s):  
Psychosocial Development ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Generalized Linear Mixed Model ◽  
Emotional Control ◽  
Control Group ◽  
Post Intervention ◽  
Mixed Model Analysis ◽  
Intervention Measures ◽  
Experimental Group

The objective of this study is to measure the effectiveness of a program on improving inhibitory and emotional control among children. In addition, it is assessed whether the improvement of these skills has an effect on the reduction of aggressive behavior in pre-school children. The participants were 100 children, 50 belonging to the control group and 50 to the experimental group, aged between 5 and 6 years. Pre-intervention and post-intervention measures of inhibitory and emotional control (BRIEF-P) and aggression (BASC) were taken. A Generalized Linear Mixed Model analysis (GLMM) was performed and found that children in the experimental group scored higher on inhibitory and emotional control compared to their peers in the control group. In addition, these improvements have an effect on the decrease in aggressiveness. In conclusion, preventive research should have among its priorities the design of such program given their implications for psychosocial development.

Stress and Adaptation in Families of Children with Visual Disabilities

1996 ◽  
Vol 77 (4) ◽  
pp. 240-249 ◽  
Author(s):  
Yona Leyser ◽  
Antoinette Heinze ◽  
Gaylen Kapperman
Keyword(s):  
Family Environment ◽  
Social Acceptance ◽  
Service Providers ◽  
Control Group ◽  
Visual Disabilities ◽  
Parent Questionnaire ◽  
The Social ◽  
Sources Of Support ◽  
And Coping ◽  
Experimental Group

Little research is available on families of children with visual impairments. The authors examined stress and coping in a sample of 130 families (experimental group) of visually impaired children who responded to a parent questionnaire and the Family Environment Scale (FES). A control group of 78 parents responded to FES only. Findings revealed that the experimental group experienced various stressors such as future concerns, financial concerns, concerns about services, and concerns about the social acceptance of the child. These families were less involved in intellectual and cultural activities and used less structure and organization than did the controls. In coping, many families used various formal and informal sources of support as well as personal coping strategies. Implications for practitioners and social service providers are discussed.

Interventi psicologici a sostegno dell'imprenditoria femminile: evidenze empiriche di efficacia nel contesto italiano

RISORSA UOMO ◽  
2013 ◽  
pp. 455-470
Author(s):  
Annamaria Di Fabio ◽  
Letizia Palazzeschi ◽  
Francesca Camilli ◽  
Antonio Raschi
Keyword(s):  
Decision Making ◽  
Social Policy ◽  
Self Efficacy ◽  
Career Decision ◽  
Control Group ◽  
Competence Assessment ◽  
Career Decision Making ◽  
The Social ◽  
Experimental Group

The present work aims to evaluate the effectiveness of a competence assessment intervention for professional enterprising effected with entrepreneurs of the agriculture and textile craft sectors and carried out within the project Guidance Paths (Percorsi di orientamento), a three-year project supported by the Italian Ministry of Labour and the Social Policy. The study used an experimental group (55 participants) that received a competence assessment intervention and a control group (37 participants). The results showed a decrease in career decision-making difficulties and an increase in career decision- making self-efficacy in the experimental group suggesting the effectiveness of competence assessment for entrepreneurship of women.

scholarly journals Applying Educational Data Mining to Explore Viewing Behaviors and Performance With Flipped Classrooms on the Social Media Platform Facebook

2021 ◽  
Vol 12 ◽  
Author(s):  
Yu-Sheng Su ◽  
Chin-Feng Lai
Keyword(s):  
Social Media ◽  
Educational Data Mining ◽  
Control Group ◽  
Learning Materials ◽  
Social Media Platform ◽  
The Social ◽  
Flipped Classrooms ◽  
Media Platform ◽  
And Performance ◽  
Experimental Group

In recent years, learning materials have gradually been applied to flipped classrooms. Teachers share learning materials, and students can preview the learning materials before class. During class, the teacher can discuss students' questions from their notes from previewing the learning materials. The social media platform Facebook provides access to learning materials and diversified interactions, such as sharing knowledge, annotating learning materials, and establishing common objectives. Previous studies have explored the effect of flipped classrooms on students' learning engagement, attitudes, and performance. In this paper, we apply educational data mining to explore the relationship between students' viewing behaviors in accessing learning materials and their performance in flipped classrooms. The participants are classified into an experimental group and a control group to engage in flipped classroom activities. The experimental group uses the social media platform Facebook for flipped learning, and the control group uses a learning management system for flipped learning. The results show that there is a significant difference in the learning performance between the two groups, with the average score of the experimental group being higher than that of the control group. Furthermore, we find that the viewing behaviors and performance of the students within the experimental group differ significantly.

A model of entrepreneurship education in franchising – application of outside-in marketing with a behavioural focus

2020 ◽  
Vol 35 (1) ◽  
pp. 116-133
Author(s):  
Sara Quach ◽  
Scott Weaven ◽  
Park Thaichon ◽  
Debra Grace ◽  
Lorelle Frazer
Keyword(s):  
Planning Process ◽  
Entrepreneurship Education ◽  
Communication Strategy ◽  
Control Group ◽  
Post Intervention ◽  
Content Type ◽  
Implementation Evaluation ◽  
Quasi Experimental ◽  
On Line ◽  
Experimental Group

Purpose Drawing on an outside-in marketing perspective, this paper aims to outline the development, implementation, evaluation and reflection of a real-world entrepreneurship education (EE) intervention with cognitive, affective and ultimately behavioural objectives. Design/methodology/approach A specific and uniform EE program specifically targeted to current “would be” entrepreneurs who were investigating the franchising business model was developed, focusing on the behavioural outcomes. The effectiveness of the EE intervention was evaluated using a quasi-experimental research design, which involved franchisees who had not participated in the EE intervention (control group) and franchisees who had participated in the EE intervention (experimental group). The administration of the national on-line survey yielded a total of 520 responses (194 in the experimental group and 326 in the control group). Findings The planning process in the pre-intervention stage included situation analysis, objective setting and decisions in relation to the communication strategy, i.e. content and mode. The effectiveness of the EE intervention was evaluated in the post-intervention stage. The findings indicate that EE intervention resulted in participants’ positive cognitive, affective and behavioural outcomes such as performance and relationship management. Finally, following a reflection process, additional elements covering topics related to work-life balance were incorporated into the module pertaining to an individual’s suitability to become a franchisee. Originality/value This paper proposes a conceptual framework that represents an outside-in EE approach whereby problems, audiences, objectives and communication strategies (content and method) are strategically intertwined to produce relevant, measurable and diagnostic behavioural outcomes. The EE intervention can also improve the B2B relationship between actors in a business network.

Analysis of the Effect of a Social Problem-Solving Program on the Aggression of Children

2011 ◽  
Vol 21 (2) ◽  
pp. 142-153 ◽  
Author(s):  
Zarife Seçer ◽  
Hülya Gülay Ogelman
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Social Problem ◽  
Social Problem Solving ◽  
Indirect Aggression ◽  
Control Group ◽  
Group 13 ◽  
The Social ◽  
8Th Grade ◽  
Experimental Group

AbstractThe aim of this research was to establish the effect of a social problem-solving training program for 8th grade students. In the experimental group, 14 students were 14 years old and 1 student was 15 years old. In the control group, 13 students were 14 years old and 2 students were 15 years old. The Aggression Questionnaire (AQ) was administered to the students. The students in the experimental group were trained in the Social Problem-Solving program at school. The students in the Social Problem-Solving Training Program had statistically significant lower scores on physical aggression, anger, hostility, indirect aggression and total aggression than the students who did not undertake the program.

scholarly journals Effect of Equine-Assisted Activities on Social and Sensory Functioning of Children with Autism

2018 ◽  
Vol 26 (6) ◽  
pp. 551-575
Author(s):  
Drew C. Coman ◽  
Margaret P. Bass ◽  
Michael Alessandri ◽  
Christine S. Ghilain ◽  
Maria M. Llabre
Keyword(s):  
Treatment Strategies ◽  
Specific Treatment ◽  
Children With Autism ◽  
Control Group ◽  
Therapeutic Effects ◽  
Post Intervention ◽  
Assessment Scores ◽  
The Social ◽  
Teacher Reports ◽  
Equine Assisted

Abstract This is a replication, randomized control trial, that investigated the therapeutic effects of a 12-week equine-assisted (EA) intervention on the social and sensory functioning of children with autism. Reliability and stability of parent and teacher reports of children’s social and sensory functioning across three assessment times were assessed, in support of the validity of observed outcomes. Furthermore, it was hypothesized that children in the EA group (n = 25) would significantly improve, relative to a wait-list control group (n = 25), in both domains of functioning. Results indicated that reports were reliable, and children in the experimental group improved in overall social and sensory functioning, as well as within specific subdomains, with “unblinded” assessment methods. Relative to the pre-assessment scores, children improved in functioning in specific areas at post-assessment and 8-weeks post-intervention. Therefore, results of the study suggest EA activities may be a beneficial modality for delivering autism-specific treatment strategies.

Individualized Training Based on Force–Velocity Profiling During Jumping in Ballet Dancers

2020 ◽  
Vol 15 (6) ◽  
pp. 788-794 ◽  
Author(s):  
Juan A. Escobar Álvarez ◽  
Juan P. Fuentes García ◽  
Filipe A. Da Conceição ◽  
Pedro Jiménez-Reyes
Keyword(s):  
Field Method ◽  
Important Variable ◽  
Control Group ◽  
Maximal Velocity ◽  
Post Intervention ◽  
Ballet Dancers ◽  
Maximal Force ◽  
New Findings ◽  
The Aesthetic ◽  
Experimental Group

Purpose: Ballet dancers are required to achieve performance feats such as exciting and dramatic elevations. Dancers with a greater jump height can perform a wider range of skills during their flight time and implement more specific technical skills related to the aesthetic components of a dance choreography. New findings suggest the relationship between force and velocity mechanical capabilities (F-V profile) as an important variable for jumping performance. A new field method based on several series of loaded vertical jumps provides information on the theoretical maximal force, theoretical maximal velocity, theoretical maximal power, and the imbalance between force and velocity (F-VIMB). The purpose of this study was to observe the effects of 9 wk of individualized F-V profile-based training during countermovement jumps (CMJs) in female ballet dancers. Methods: CMJ and mechanical outputs of 46 dancers (age = 18.9 [1.1] y, body mass = 54.8 [6.1] kg, height = 163.7 [8.4] cm) were estimated in a pre–post intervention. The control group (10 participants) continued with the standardized training regimen (no resistance training), whereas the experimental group (36 participants) performed 2 sessions over 9 wk of a training plan based on their F-V profile. Results: The experimental group presented significant differences with large effect sizes in CMJ height (29.3 [3.2] cm vs 33.5 [3.72] cm), theoretical maximal force (24.1 [2.2] N/kg vs 29.9 [2.8] N/kg), and theoretical maximal velocity (4 [0.6] m/s vs 3.2 [0.5] m/s). Significant differences with a very large effect size were found in F-VIMB (43.8% [15.3%] vs 24.9% [8.7%]). Conclusion: A training program addressing F-VIMB is an effective way to improve CMJ height in female ballet dancers.

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