School-based group intervention in attention and executive functions: Intervention response and moderators
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...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-09-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.975856/full |
| _version_ | 1798001118776655872 |
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| author | Mika Paananen Mika Paananen Henrik Husberg Henrik Husberg Heli Katajamäki Tuija Aro |
| author_facet | Mika Paananen Mika Paananen Henrik Husberg Henrik Husberg Heli Katajamäki Tuija Aro |
| author_sort | Mika Paananen |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-11T11:31:02Z |
| format | Article |
| id | doaj.art-1098d7e291d34b858b23c4a3b6ab6d65 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-11T11:31:02Z |
| publishDate | 2022-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-1098d7e291d34b858b23c4a3b6ab6d652022-12-22T04:26:09ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-09-011310.3389/fpsyg.2022.975856975856School-based group intervention in attention and executive functions: Intervention response and moderatorsMika Paananen0Mika Paananen1Henrik Husberg2Henrik Husberg3Heli Katajamäki4Tuija Aro5Niilo Mäki Institute, Jyväskylä, FinlandDepartment of Psychology, University of Jyväskylä, Jyväskylä, FinlandNiilo Mäki Institute, Jyväskylä, FinlandDepartment of Education, University of Helsinki, Helsinki, FinlandNiilo Mäki Institute, Jyväskylä, FinlandDepartment of Psychology, University of Jyväskylä, Jyväskylä, FinlandObjectiveThis 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.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.975856/fullexecutive functionsinterventiontreatment efficacymoderatorsconduct problemscognitive abilities |
| spellingShingle | Mika Paananen Mika Paananen Henrik Husberg Henrik Husberg Heli Katajamäki Tuija Aro School-based group intervention in attention and executive functions: Intervention response and moderators Frontiers in Psychology executive functions intervention treatment efficacy moderators conduct problems cognitive abilities |
| title | School-based group intervention in attention and executive functions: Intervention response and moderators |
| title_full | School-based group intervention in attention and executive functions: Intervention response and moderators |
| title_fullStr | School-based group intervention in attention and executive functions: Intervention response and moderators |
| title_full_unstemmed | School-based group intervention in attention and executive functions: Intervention response and moderators |
| title_short | School-based group intervention in attention and executive functions: Intervention response and moderators |
| title_sort | school based group intervention in attention and executive functions intervention response and moderators |
| topic | executive functions intervention treatment efficacy moderators conduct problems cognitive abilities |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.975856/full |
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