Group-based intervention on attention and executive functions in the school context
Paananen, M., Aro, T., Närhi, V., & Aro, M. (2018). Group-based intervention on attention and executive functions in the school context. Educational Psychology, 38(7), 859-876. https://doi.org/10.1080/01443410.2017.1407407
Published in
Educational PsychologyDate
2018Copyright
© 2017 Informa UK Limited, trading as Taylor & Francis Group
The objective of the study was to examine the effects of a group-based behavioural, cognitive and skills training intervention (Maltti) provided in schools for elementary school pupils with attention and executive function (EF) deficits. The treatment effects were identified by comparing an intervention group (n = 46) with a waitlist control group (n = 26). Specific effects of the intervention on behavioural deficits in attention and EF in a classroom setting as well as on academic skills were examined. Our analysis indicated that significant intervention effects could be found in the behavioural manifestation of attentional and executive skills in the classroom setting among children (n = 30) who were evaluated as having moderate symptoms in the pre-intervention assessment. Positive effects of the intervention were also observed in arithmetic and reading skills. The severity level of pre-intervention attention and EF deficits did not moderate the results observed in the academic skills tests. The results of this study suggest that a combination of behavioural, cognitive and skills training methods applied in a school context can be effective in reducing attention and EF problems and enhancing the academic performance of children with attention and EF deficits.
...


Publisher
RoutledgeISSN Search the Publication Forum
0144-3410Keywords
Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/27380684
Metadata
Show full item recordCollections
License
Related items
Showing items with similar title or keywords.
-
Self-regulatory efficacy and sources of efficacy in elementary school pupils : Self-regulatory experiences in a population sample and pupils with attention and executive function difficulties
Paananen, Mika; Aro, Tuija; Viholainen, Helena; Koponen, Tuire; Tolvanen, Asko; Westerholm, Jari; Aro, Mikko (Elsevier Ltd, 2019)In this study, we examined self-regulatory efficacy and sources of self-efficacy (mastery experiences, vicarious experiences, social persuasion and physiological/emotional states) and the relationships between self-efficacy ... -
Fyysisen ja kognitiivisen harjoittelun vaikutukset kaatumisiin kotona asuvilla iäkkäillä henkilöillä : erityinen huomio kaatumishistoriaan
Mansikka, Anna-Maria (2021)Iäkkäiden henkilöiden kaatumiset ja niiden seuraukset aiheuttavat merkittäviä yksilöllisiä ja yhteiskunnallisia ongelmia. Kaatumiset ovat seurausta monista yksilöön tai ympäristöön liittyvistä vaaratekijöistä. Erityisesti ... -
Leikitään ja keskitytään : tukea itsesäätelyyn
Moisio, Päivi; Teivaanmäki, Sini; Klenberg, Liisa (Niilo Mäki Instituutti, 2022)Leikitään ja keskitytään -hankkeessa tuettiin perheitä, joissa 3–5-vuotiaalla lapsella oli tarkkaamattomuuteen ja ylivilkkauteen liittyviä haasteita. Keskeinen tuen väline oli vanhemman ja lapsen yhteinen, päivittäinen ... -
Promoting safe walking among older people : the effects of a physical and cognitive training intervention vs. physical training alone on mobility and falls among older community-dwelling men and women (the PASSWORD study) : design and methods of a randomized controlled trial
Sipilä, Sarianna; Tirkkonen, Anna; Hänninen, Tuomo; Laukkanen, Pia; Alen, Markku; Fielding, Roger A.; Kivipelto, Miia; Kokko, Katja; Kulmala, Jenni; Rantanen, Taina; Sihvonen, Sanna E.; Sillanpää, Elina; Stigsdotter-Neely, Anna; Törmäkangas, Timo (BioMed Central, 2018)Background: Safe and stable walking is a complex process involving the interaction of neuromuscular, sensory and cognitive functions. As physical and cognitive functions deteriorate with ageing, training of both functions ... -
Neurocognitive Predictors of Response to Intervention With GraphoGame Rime
Wilson, Angela; Ahmed, Henna; Mead, Natasha; Noble, Hannah; Richardson, Ulla; Wolpert, Mary A.; Goswami, Usha (Frontiers Media SA, 2021)This study explores the neurocognitive predictors of response to intervention with GraphoGame Rime (GG Rime), an adaptive software game designed to aid the learning of English phonics. A cohort of 398 children (aged 6–7 ...