PDF(Pubmed)
Abstract：
UNASSIGNED: Borderline Intellectual Functioning (BIF) impacts cognitive functioning and adaptive behavior. Recent studies have demonstrated the efficacy of Executive Functions trainings to support daily-living skills in several clinical populations. However, although the relationship between Executive Functions and BIF has been studied, few studies have explored the effects of cognitive enhancement training for BIF children. Given the pivotal significance of Executive Functions in learning, orchestrating cognitive processes, and modulating affective and behavioral responses, our study aimed to evaluate the efficacy of cognitive enhancement training targeting Executive Functions in a group of 23 children diagnosed with Borderline Intellectual Functioning devoid of neurodevelopmental impairments.
UNASSIGNED: We included a multiple assessment based on several informants (children, teachers, parents, and tutors) and provided individualized cognitive enhancement training focused on Executive Functions through both digital and analog activities. The training was highly customized, structured and monitored at various stages of the process activities. The training was composed of 20 sessions, each lasting 2 hours, held twice a week for each child.
UNASSIGNED: The obtained results confirmed the efficacy of cognitive enhancement training in improving Executive Functions, the primary target of the intervention, particularly in attention, verbal fluency, planning, inhibitory control, working memory, and flexibility. Furthermore, improvements were observed by all the informants in other cognitive functions, learning, and adaptive behaviors.
UNASSIGNED: Our study contributes to the understanding of BIF, emphasizing the efficacy of neuropsychological enhancement through personalized training for EF.
UNASSIGNED: We included a multiple assessment based on several informants (children, teachers, parents, and tutors) and provided individualized cognitive enhancement training focused on Executive Functions through both digital and analog activities. The training was highly customized, structured and monitored at various stages of the process activities. The training was composed of 20 sessions, each lasting 2 hours, held twice a week for each child.
UNASSIGNED: The obtained results confirmed the efficacy of cognitive enhancement training in improving Executive Functions, the primary target of the intervention, particularly in attention, verbal fluency, planning, inhibitory control, working memory, and flexibility. Furthermore, improvements were observed by all the informants in other cognitive functions, learning, and adaptive behaviors.
UNASSIGNED: Our study contributes to the understanding of BIF, emphasizing the efficacy of neuropsychological enhancement through personalized training for EF.
摘要：
■临界智力功能（BIF）影响认知功能和适应性行为。最近的研究已经证明了执行功能培训在几个临床人群中支持日常生活技能的有效性。然而,尽管已经研究了执行函数与BIF之间的关系，很少有研究探讨认知增强训练对BIF儿童的影响。鉴于执行功能在学习中的重要意义，协调认知过程，调节情感和行为反应，我们的研究旨在评估针对执行功能的认知增强训练对23名被诊断为无神经发育障碍的边缘性智力功能儿童的疗效.
■我们包括了基于几个线人的多重评估(儿童，教师,父母,和导师），并通过数字和模拟活动提供了针对执行功能的个性化认知增强培训。培训是高度定制的，在过程活动的各个阶段进行结构化和监控。培训由20个课程组成，每次持续2小时，每个孩子每周举行两次。
■获得的结果证实了认知增强训练在改善执行功能方面的功效，干预的主要目标，特别是在注意，口语流利,规划,抑制控制，工作记忆,和灵活性。此外，所有线人都观察到其他认知功能的改善，学习,和适应性行为。
■我们的研究有助于理解BIF，强调通过EF个性化训练增强神经心理学的功效。
■我们包括了基于几个线人的多重评估(儿童，教师,父母,和导师），并通过数字和模拟活动提供了针对执行功能的个性化认知增强培训。培训是高度定制的，在过程活动的各个阶段进行结构化和监控。培训由20个课程组成，每次持续2小时，每个孩子每周举行两次。
■获得的结果证实了认知增强训练在改善执行功能方面的功效，干预的主要目标，特别是在注意，口语流利,规划,抑制控制，工作记忆,和灵活性。此外，所有线人都观察到其他认知功能的改善，学习,和适应性行为。
■我们的研究有助于理解BIF，强调通过EF个性化训练增强神经心理学的功效。
