A Randomized Clinical Trial Comparing Executive Function and Language Skills Training on School Readiness in Preschool Children
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 582
- 主要终点
- Change in school readiness
研究概览
简要总结
Background: environmental influences in the first years of life have a great impact on adulthood. Adequate environmental stimulation in the first years of life positively influence cognitive, emotional and neurological development. Studies show that high quality education for 3 to 6 years old children are cost-effective for diverse outcomes, such as socioemotional and cognitive development, as well as school performance. However, it is not clear why specific types of interventions are most effective on school readiness, an important precursor of literacy status and later life outcomes. Objectives: adapt to the Brazilian context two well-known intervention programs: (1) executive functions training developed by Diamond, and (2) oral language skills based on the Nuffield Programme developed by Snowling and colleagues. Methods: a randomized controlled trial involving 720 children (4 to 5 years old) allocated to three groups: (1) adapted school curriculum focusing on executive functions training, (2) adapted school curriculum focusing on oral language skills training, and (3) regular school curriculum.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 3 Years 至 6 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Schools interested in the intervention program
- •Preschool children (4 to 6 years old)
排除标准
- •Presence of any sensory impairment
- •Intellectual disability
结局指标
主要结局
Change in school readiness
时间窗: Beginning of the school year (baseline) and at the end of the school year (post intervention, 7 to 8 months later)
Assessed with a 43 items questionnaire developed by the research staff.
次要结局
- Change in inhibitory control(Beginning of the school year (baseline) and at the end of the school year (post intervention, 7 to 8 months later))
- Change in working memory(Beginning of the school year (baseline) and at the end of the school year (post intervention, 7 to 8 months later))
- Change in oral language skills(Beginning of the school year (baseline) and at the end of the school year (post intervention, 7 to 8 months later))
研究者
Guilherme Vanoni Polanczyk
Professor
University of Sao Paulo