Effects of a Cognitive-Functional Intervention Method on Improving Executive Function and Self-Directed Learning in School-Aged Children with Attention Deficit Hyperactivity Disorder: A Single-Subject Design Study.
Background. School-aged children with attention deficit hyperactivity disorder (ADHD) face many difficulties with self-directed learning because of their poor executive function. This leads to secondary problems such as learning disabilities and depression, so the role of intervention to improve exe...
| Publicado en: | Occupational Therapy International pp. 1 - 10 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
7/10/2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=144503276&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 144503276 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09667903 GPF jtl: Occupational Therapy International issn: 09667903 maglogo: Y pubinfo: dt: 7/10/2020 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 144503276 144503276 144503276 10.1155/2020/1250801 144503276 ppf: 1 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Effects of a Cognitive-Functional Intervention Method on Improving Executive Function and Self-Directed Learning in School-Aged Children with Attention Deficit Hyperactivity Disorder: A Single-Subject Design Study. aug: au: Kim, Mi Ji Park, Hae Yean Yoo, Eun-Young Kim, Jung-Ran affil: BODA Visual Perception & Cognition Educational Institution, Republic of Korea sug: subj: Cognitive Therapy Methods Executive Function Learning Methods Self-Directed Learning Attention Deficit Hyperactivity Disorder Therapy Learning Disorders Risk Factors Depression Risk Factors Students, Elementary Treatment Outcomes Human Child Checklists Clinical Assessment Tools Descriptive Statistics Task Performance and Analysis Scales Videorecording Test-Retest Reliability Summated Rating Scaling Pretest-Posttest Design Male Child: 6-12 years Male ab: Background. School-aged children with attention deficit hyperactivity disorder (ADHD) face many difficulties with self-directed learning because of their poor executive function. This leads to secondary problems such as learning disabilities and depression, so the role of intervention to improve executive function in school-aged children with ADHD is important. Objective. The present study is aimed to investigate how cognitive-functional (Cog-Fun) intervention affected executive function of school-aged children with ADHD and the sustainability of these effects. To investigate the effects of changes in the executive function of school-aged children with ADHD through Cog-Fun intervention in self-directed learning. Method. A single-subject A-B-A research design was employed in this study. Three children aged 9-10 years who were diagnosed with ADHD were selected. A total of 17 experimental sessions were conducted. The Cog-Fun intervention program was implemented during the intervention phase. To measure dependent variables, Behavior Rating Inventory of Executive Function (BRIEF) and Homework Problems Checklist (HPC) were used. Significant changes in executive function assessed by the Children's Color Trails Test (CCTT) and Stroop test were analyzed through two-standard deviation band analysis. Additionally, video clips of task performance were analyzed to examine qualitative performance changes in self-directed learning. Result. All three participants presented statistically significant changes with a number of near-misses of CCTT and color words score of Stroop test during the intervention. T -scores of the Global Executive Composite (GEC) decreased after the intervention, indicating improvement in executive function. The follow-up period revealed retention of the improved executive function. Additionally, self-directed learning improved in all participants after the implementation Cog-Fun intervention. Conclusion. The study supports the effectiveness of Cog-Fun intervention in improving executive function in school-aged children with ADHD and confirmed that the improvement of executive function ultimately leads to the improvement of self-directed learning performance. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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