Application of a Training Program for Executive Functions in a Sample of Egyptian Children With Learning Disorder
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 40
- 试验地点
- 1
- 主要终点
- Self-Motivation.
研究概览
简要总结
In recent years, significant progress has been made on ways to improve Executive Functions (EF) skills for school readiness involving direct EF training and classroom educational programs. Due to the absence of a well-structured Arabic program for EF training in children, the rationale of this study is to implement a comprehensive, evidence-based intervention program to help Egyptian children with learning disorders to overcome their EF impairment. It uses the multimodality approach to help meet the needs of students with a variety of learning styles. The aim of this study is to adapt the combined form of the "Executive Functions Training-Elementary", and the "Promoting Executive Function In The Classroom" programs and its application in order to test its effectiveness in the rehabilitation of Egyptian learning disordered children.
详细描述
The study was conducted on 40 children with dyslexia and Executive dysfunction attending unit of phoniatrics, Otorhinolaryngology department, Alexandria University. The results were compared before and after intervention.
The "Executive Functions Training-Elementary" program is an evidence-based practice that targets Executive function skills in the early elementary years by training students how to plan, execute, complete, and monitor tasks. It develops cognitive abilities and behavior control with classroom-related activities for varying ability levels.
The "Promoting Executive Function In The Classroom" program helps to incorporate Executive function processes (such as planning, organization, prioritizing, and self-checking) into the classroom curriculum. Chapters provide effective strategies for learning by improving how to learn.
Data were collected and entered to the computer using (Statistical Package for Social Science) program for statistical analysis (version 21).
Data were entered as numerical or categorical, as appropriate. Kolmogorov-Smirnov test of normality revealed no significance in the distribution of the variables, so the parametric statistics was adopted.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Treatment
- 盲法
- None
入排标准
- 年龄范围
- 6 Years 至 11 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •children complaining of specific learning disorder and executive function deficits
排除标准
- •brain damage, mentally retarded or history of fits or subclinical fits
- •hearing or visual impairment
- •psychic problems
研究组 & 干预措施
study group
single group who had intervention and comparison of pre and post intervention assessment
干预措施: Executive functions training-elementary and Promoting executive function in in the classroom (Other)
结局指标
主要结局
Self-Motivation.
时间窗: 3-6 months
scored from 1-4 depending on the parent's answers concerning the child's performance in this item in the last 6 months
Self-Restraint.
时间窗: 3-6 months
scored from 1-4 depending on the parent's answers concerning the child's performance in this item in the last 6 months
Self-Regulation of Emotion
时间窗: 3-6 months
scored from 1-4 depending on the parent's answers concerning the child's performance in this item in the last 6 months
Self-Management to Time.
时间窗: 3-6 months
scored from 1-4 depending on the parent's answers concerning the child's performance in this item in the last 6 months
Self-Organization and Problem-Solving
时间窗: 3-6 months
scored from 1-4 depending on the parent's answers concerning the child's performance in this item in the last 6 months
次要结局
未报告次要终点
研究者
Engy Elhakeem
lecturer of phoniatrics
Alexandria University