Application of a Training Program for Executive Functions in a Sample of Egyptian Children With Learning Disorder
NCT ID: NCT05476133
Last Updated: 2022-07-27
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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COMPLETED
NA
40 participants
INTERVENTIONAL
2018-01-15
2020-05-28
Brief Summary
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Detailed Description
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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.
Data were described using minimum, maximum, mean, standard deviation and 95% Confidence Interval of the mean.
Categorical variables were described using frequency and percentage. Comparisons were carried out between two studied dependent normally distributed variables using paired t-test.
Comparisons were carried out between more than two independent normally distributed subgroups using one-way Analysis Of Variance (ANOVA) test. When F ratio of ANOVA was significant Levene test of homogeneity of variances was done, and if significant Brown-Forsythe Robust test was adopted. Post-hoc multiple comparisons was done using Games-Howell.
Conditions
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Study Design
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NA
SINGLE_GROUP
TREATMENT
NONE
Study Groups
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study group
single group who had intervention and comparison of pre and post intervention assessment
Executive functions training-elementary and Promoting executive function in in the classroom
evidence based practice that target executive function skills in early elementary years.
Interventions
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Executive functions training-elementary and Promoting executive function in in the classroom
evidence based practice that target executive function skills in early elementary years.
Eligibility Criteria
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Inclusion Criteria
Exclusion Criteria
* hearing or visual impairment
* psychic problems
6 Years
11 Years
ALL
Yes
Sponsors
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Alexandria University
OTHER
Responsible Party
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Engy Elhakeem
lecturer of phoniatrics
Principal Investigators
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Reham M Elmaghraby, MD
Role: STUDY_CHAIR
otorhinolaryngology department, Faculty of Medicine, Alexandria University
Engy S Elhakeem, MD
Role: STUDY_DIRECTOR
otorhinolaryngology department, Faculty of Medicine, Alexandria University
Soha AL Ibrahim, MD
Role: STUDY_CHAIR
Neuropsychiatry department, Faculty of Medicine, Alexandria University
Locations
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Faculty of Medicine, Alexandria University
Alexandria, , Egypt
Countries
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References
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Barbosa T, Rodrigues CC, Mello CB, Silva MCSE, Bueno OFA. Executive functions in children with dyslexia. Arq Neuropsiquiatr. 2019 May 13;77(4):254-259. doi: 10.1590/0004-282X20190033.
3. Medapati N, Periasamy A. Comparing efficiency of executive functions between players and non-players of organized sport. Int J Physiol Nutr Phys Educ 2019; 1: 75-8.
Doebel S. Rethinking Executive Function and Its Development. Perspect Psychol Sci. 2020 Jul;15(4):942-956. doi: 10.1177/1745691620904771. Epub 2020 Apr 29.
Cortes Pascual A, Moyano Munoz N, Quilez Robres A. The Relationship Between Executive Functions and Academic Performance in Primary Education: Review and Meta-Analysis. Front Psychol. 2019 Jul 11;10:1582. doi: 10.3389/fpsyg.2019.01582. eCollection 2019.
Baddeley A. Working memory: theories, models, and controversies. Annu Rev Psychol. 2012;63:1-29. doi: 10.1146/annurev-psych-120710-100422. Epub 2011 Sep 27.
Nguyen T, Duncan G J. Kindergarten components of executive function and third grade achievement: A national study. Early Childhood Res Q 2018; 2:1-13
Op den Kelder R, Van den Akker AL, Geurts HM, Lindauer RJL, Overbeek G. Executive functions in trauma-exposed youth: a meta-analysis. Eur J Psychotraumatol. 2018 May 3;9(1):1450595. doi: 10.1080/20008198.2018.1450595.
Alsaedi RH, Carrington S, Watters JJ. Behavioral and Neuropsychological Evaluation of Executive Functions in Children with Autism Spectrum Disorder in the Gulf Region. Brain Sci. 2020 Feb 22;10(2):120. doi: 10.3390/brainsci10020120.
Lensing N, Elsner B. Development of hot and cool executive functions in middle childhood: Three-year growth curves of decision making and working memory updating. J Exp Child Psychol. 2018 Sep;173:187-204. doi: 10.1016/j.jecp.2018.04.002. Epub 2018 May 7.
Sung J, Wickrama K. Longitudinal relationship between early academic achievement and executive function: Mediating role of approaches to learning. Contemp Educ Psychol 2018; 24: 171-83
Duran C, Byers A, Cameron CE, Grissmer D. Unique and compensatory associations of executive functioning and visuomotor integration with mathematics performance in early elementary school. Early Child Res Q 2018; 42: 21-30.
Huang Y, He M, Li A, Lin Y, Zhang X, Wu K. Personality, Behavior Characteristics, and Life Quality Impact of Children with Dyslexia. Int J Environ Res Public Health. 2020 Feb 22;17(4):1415. doi: 10.3390/ijerph17041415.
Hebert M, Kearns DM, Hayes JB, Bazis P, Cooper S. Why Children With Dyslexia Struggle With Writing and How to Help Them. Lang Speech Hear Serv Sch. 2018 Oct 24;49(4):843-863. doi: 10.1044/2018_LSHSS-DYSLC-18-0024.
Meixner JM, Warner GJ, Lensing N, Schiefele U. The relation between executive functions and reading comprehension in primary-school students: A cross-lagged-panel analysis. Early Childhood Res Q 2018; 46: 1-13.
Cragg L, Keeble S, Richardson S, Roome HE, Gilmore C. Direct and indirect influences of executive functions on mathematics achievement. Cognition. 2017 May;162:12-26. doi: 10.1016/j.cognition.2017.01.014. Epub 2017 Feb 9.
Nesbitt KT, Fuhs MW, Farran DC. Stability and instability in the co-development of mathematics, executive function skills, and visual-motor integration from prekindergarten to first grade. Early Childhood Res Q 2018; 1:1-13.
Other Identifiers
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0106137
Identifier Type: -
Identifier Source: org_study_id
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