Attention-training with children from socioeconomically disadvantaged backgrounds in Cape Town
| Autor: | Kevin G. F. Thomas, Genevieve During, Ju-Reyn H Ockhuizen, Leigh E. Schrieff-Elson |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2017 |
| Předmět: |
Male
Adolescent Pilot Projects Attention training 050105 experimental psychology Developmental psychology Education 03 medical and health sciences South Africa 0302 clinical medicine Cape Developmental and Educational Psychology Humans 0501 psychology and cognitive sciences Attention Child Socioeconomic status Competence (human resources) Poverty 05 social sciences Cognition Psychiatry and Mental health Clinical Psychology Inhibition Psychological SOCIOECONOMICALLY DISADVANTAGED Socioeconomic Factors Pediatrics Perinatology and Child Health Female Psychology 030217 neurology & neurosurgery |
| Zdroj: | Journal of Child and Adolescent Mental Health; Vol 29, No 2 (2017); 147-167 |
| ISSN: | 1728-0583 1728-0591 |
| Popis: | Objective: Attention is a core process underlying competence in higher-order cognitive abilities. Previous research suggests that healthy children from low socioeconomic status (SES) backgrounds perform poorly, relative to those from higher SES backgrounds, on tasks assessing attentional abilities. In this pilot study, we investigated the effects of an attention-training intervention on task performance in low-SES children.Method: We conducted a quasi-controlled trial with stratified randomisation, using a pre-test/ post-test design. Participants were low-SES children aged 7–13 years. Each was assigned to either an intervention group, a play control group, or a test-only control group (n = 5 per group). We implemented a ten-week manualised cognitive rehabilitation program, Pay Attention!, administering standardised tests of attention, working memory, and inhibition before and after the intervention. Between- and within-group analyses and Reliable Change Index statistics evaluated differences in scores from pre- to post-intervention.Results: Analyses detected no notable between-group differences at either pre- or post-intervention testing. However, on tests of selective attention, attentional control, and inhibition, there were significant within-group and positive individual reliable changes exclusive to the intervention-group participants.Conclusions: Given the variability in our findings, more research needs be conducted with a larger sample to determine, with greater rigour, the efficacy of the intervention within samples of healthy children from low-SES backgrounds. |
| Databáze: | OpenAIRE |
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