Transfer of the EFE-5 Executive Function Intervention Program to the Reduction of Behavioral Problems.
Background/Objectives: Numerous research studies link the improvement in executive functions and school success. However, there is hardly any research analyzing the transfer of this improvement to behavioral problems. This study analyzed whether improving executive functions, through contextualized...
| Publicado en: | Children Vol. 12; no. 5; pp. 596 - 608 |
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| Autores principales: | , , , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
MDPI
May2025
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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=185544715&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185544715 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 22279067 LW6K jtl: Children issn: 22279067 maglogo: N pubinfo: dt: May2025 vid: 12 iid: 5 pid: 97109 pub: MDPI artinfo: ui: 185544715 185544715 185544715 10.3390/children12050596 185544715 ppf: 596 ppct: 12 formats: tig: atl: Transfer of the EFE-5 Executive Function Intervention Program to the Reduction of Behavioral Problems. aug: au: Romero-López, Miriam Pichardo, Carmen Sastre-Riba, Sylvia Cano-García, Francisco affil: Department of Developmental and Educational Psychology, University of Granada, 18071 Granada, Spain sug: subj: Executive Function Child Behavior Disorders Task Performance and Analysis Activities of Daily Living Outcomes (Health Care) Behavioral Changes Program Evaluation Human Male Female Child, Preschool Randomized Controlled Trials Random Assignment Pretest-Posttest Design Experimental Studies Descriptive Statistics Data Analysis Software Mann-Whitney U Test Nonparametric Statistics Poisson Distribution Scales Child, Preschool: 2-5 years Male Female ab: Background/Objectives: Numerous research studies link the improvement in executive functions and school success. However, there is hardly any research analyzing the transfer of this improvement to behavioral problems. This study analyzed whether improving executive functions, through contextualized daily activities, decreases these behaviors. Methods: Fifty third-year kindergarten students participated, divided into experimental and active control groups, with pre- and post-intervention measurements. The students in the experimental group were trained with the EFE-P program and the students in the control group received regular curriculum activities. The EFE-P program (i) has been designed with the aim of improving their executive functions, using a game-based approach; (ii) not only involves cognitive activities, but also behavioral and emotional activities, related to the warm aspects of executive functions; and (iii) consists of three units (inhibitory control, working memory and cognitive flexibility), with each unit involving 7 sessions (21 sessions in total), with an approximate duration of 30 min each. Results: Analysis of the data using a generalized linear mixed effects model revealed that students in the experimental group scored lower for behavioral problems than those in the active control group and the effect sizes were large for all of them: aggressiveness (d = 1.25); hyperactivity (d = 0.77); attention deficit (d = 1.12); anxiety (d = 0.82); and depression (d = 1.51). Conclusions: After discussing the results, it is concluded that intervention in executive functions induces, by way of distant transfer, a decrease in behavioral problems in preschool; the role of contextualized activities in real situations is emphasized; and several implications for practice and research are discussed. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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