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School-based group intervention in attention and executive functions: Intervention response and moderators
- Source :
- Frontiers in Psychology. 13
- Publication Year :
- 2022
- Publisher :
- Frontiers Media SA, 2022.
-
Abstract
- ObjectiveThis 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.MethodElementary 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.ResultsSignificant 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.ConclusionsThe results suggest that a skill-training intervention has specific positive effects on CC, but conduct problems may diminish response to intervention.
- Subjects :
- kognitiiviset taidot
toiminnanohjaus (psykologia)
conduct problems
QUESTIONNAIRE
INHIBITION
EDUCATIONAL OUTCOMES
CHILDREN
treatment efficacy
ADOLESCENTS
PROGRAM
hyperaktiivisuus
ADHD
moderators
interventio
intervention
METAANALYSIS
General Psychology
impulsiivisuus
alakoululaiset
interventiotutkimus
executive functions
käyttäytymishäiriöt
cognitive abilities
516 Educational sciences
DEFICIT/HYPERACTIVITY DISORDER
BEHAVIOR
Subjects
Details
- ISSN :
- 16641078
- Volume :
- 13
- Database :
- OpenAIRE
- Journal :
- Frontiers in Psychology
- Accession number :
- edsair.doi.dedup.....29591d132a440a6e53b9c63ec708cf3e