PDF(Pubmed)
Abstract：
Executive functions are related to the control of cognition, emotion, and behavior. They are essential to lifelong outcomes, including school performance. Naturalistic interventions embedded in children\'s daily activities and environments have greater effects. Therefore, this pilot study aimed to develop a naturalistic program suitable for schools, based on Goal Management Training (GMT), and to analyze its effects on executive functions and behavior. The participants consisted of 35 students from 2nd to 5th grade with executive dysfunction complaints. They underwent neuropsychological assessments of working memory, inhibition, cognitive flexibility, and intellectual capacity. Teachers and parents answered questionnaires on executive functions and behavior. Students were randomly assigned to an active control group, who participated in sessions on citizenship, and an experimental group (EG), stimulated through the executive function program, both with 16 sessions conducted by psychologists. After the intervention, all participants were reevaluated. The two-way Wald-type statistic (WTS) revealed greater improvement in executive functions for the EG, including working memory and inhibition. Additionally, parents and teachers, blind to the experimental conditions, reported improvements in some measures of executive functions and behavior. The results are encouraging, but further studies should test the intervention when implemented with larger samples and by teachers.
摘要：
执行功能与认知控制有关，情感，和行为。它们对终身成果至关重要，包括学校的表现。自然干预嵌入儿童的日常活动和环境中具有更大的效果。因此,这项试点研究旨在开发适合学校的自然主义计划，基于目标管理培训(GMT)，并分析其对执行功能和行为的影响。参与者由35名2至5年级的执行功能障碍主诉学生组成。他们接受了工作记忆的神经心理学评估，抑制,认知灵活性，和智力能力。教师和家长回答了有关执行功能和行为的问卷。学生被随机分配到一个积极的对照组，参加了关于公民身份的会议，和一个实验组（EG），通过执行功能程序刺激，都是由心理学家进行的16次会议。干预之后,对所有参与者进行了重新评估.双向Wald型统计量(WTS)显示EG的执行功能有了更大的改善，包括工作记忆和抑制。此外,家长和老师,对实验条件视而不见，报告了执行职能和行为的一些衡量标准的改进。结果令人鼓舞，但进一步的研究应该测试干预措施实施时，更大的样本和教师。
