| Abstrakt: |
Cognitive skills, known as executive function (EF), that are critical for school success, are often underdeveloped in children living in low-income and economically marginalized (LIEM) circumstances. Considerable research has shown that EF is trainable; however, effect sizes are modest at best, and training programs are generally delivered either one-on-one for indicated children or universally, requiring high costs and effort. The present study aimed to treat indicated children attending a Title I school in a small-group format, using an intrinsically rewarding game-based protocol developed for kindergarteners with EF difficulties. The intervention occurred 3–4 times per week for ~8 weeks. The pilot program scaffolded children to perform increasingly challenging tasks designed to increase cognitive load and incorporated meta-cognitive components teaching self-regulation. This pilot (N = 14) evidenced that children at a Title I school tolerated the program; (n = 12) 85% of children who started the program completed it through post-testing. Effect sizes of baseline to post-intervention on standardized EF measures show promise for the pilot program. Cohen's d for behavioral self-control were 0.70 and 1.36; for a computerized task, Cohen's d = 0.40; for a conflict resolution task, Cohen's d = 0.61; and for a classroom observation of behavior, Cohen's d = 0.39. A standardized teacher rating form of child behavioral control had a Cohen's d = 0.68. Pilot results suggest that training effects could transfer to the classroom. All effects are longitudinal and within subjects, suggesting that further between-subjects testing is warranted; results should not be generalized without further evaluation of the program. Highlights: This paper introduces a game-based protocol that facilitates mastery of executive function (EF) skills. 92% of participants improved on motor inhibition on a standardized test. 66% improved on inhibition on a computerized standardized flanker task. 75% improved on teacher assessments of EF. EF gains and emotion regulation generalized to the classroom. [ABSTRACT FROM AUTHOR] |
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