School-based group intervention in attention and executive functions : Intervention response and moderators
Paananen, M., Husberg, H., Katajamäki, H., & Aro, T. (2022). School-based group intervention in attention and executive functions : Intervention response and moderators. Frontiers in Psychology, 13, Article 975856. https://doi.org/10.3389/fpsyg.2022.975856
Published inFrontiers in Psychology
© 2022 Paananen, Husberg, Katajamäki and Aro.
Objective: This study investigated the effects of a school-based skill-training intervention in attention control and executive functions for pupils with hyperactivity-impulsivity (H-I) and cognitive control (CC) deficits. The main aim was to examine whether the intervention differently influenced H-I and CC, and whether cognitive abilities or conduct problems moderated response to the intervention. Method: Elementary school pupils from 41 schools participated the study and were divided into an intervention group (n = 71) and a waitlist control group (n = 77). Intervention outcomes were assessed with an inventory assessing executive function difficulties (including H-I and CC) completed by classroom teachers. Results: Significant intervention effects and positive changes were detected in CC but not in H-I. Significant intervention effects were found mainly among pupils with low levels of conduct problems. Conclusions: The results suggest that a skill-training intervention has specific positive effects on CC, but conduct problems may diminish response to intervention. ...
PublisherFrontiers Media SA
ISSN Search the Publication Forum1664-1078
Publication in research information system
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Additional information about fundingThis study was funded by the Academy of Finland (nos. 264415 and 264344 for 2013-2015), Svenska Kulturfondet Stiftelsen (nos. 160026 for 2015-2019), Brita Maria Renluns Minne (nos. 20-1663 for 2015-2019), and Svenska Folkskolans Vänner (nos. SFV-0204 for 2015-2019).
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