Executive Function Training in Children with SLI: A Pilot Study

Autor/inn/en	Vugs, Brigitte; Knoors, Harry; Cuperus, Juliane; Hendriks, Marc; Verhoeven, Ludo
Titel	Executive Function Training in Children with SLI: A Pilot Study
Quelle	In: Child Language Teaching and Therapy, 33 (2017) 1, S.47-66 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659016667772
Schlagwörter	Executive Function; Training; Pilot Projects; Foreign Countries; Preadolescents; Language Impairments; Program Evaluation; Program Effectiveness; Spatial Ability; Followup Studies; Randomized Controlled Trials; Intervention; Short Term Memory; Pretests Posttests; Control Groups; Attention Control; Attention Deficit Hyperactivity Disorder; Parent Teacher Cooperation; Meta Analysis; Check Lists; Child Behavior; Statistical Analysis; Netherlands; Trail Making Test; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Ausbildung; Pilot project; Modellversuch; Pilotprojekt; Ausland; Pre-adolescence; Präadoleszenz; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Programme evaluation; Programmevaluation; Räumliches Vorstellungsvermögen; Follow-up studies; Kontaktstudium; Kurzzeitgedächtnis; Aufmerksamkeitstest; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Meta-analysis; Metaanalyse; Checkliste; Statistische Analyse; Niederlande
Abstract	The aim of this study was to evaluate the effectiveness of a computer-based executive function (EF) training in children with specific language impairment (SLI). Ten children with SLI, ages 8 to 12 years, completed a 25-session training of visuospatial working memory, inhibition and cognitive flexibility over a 6-week period. Treatment outcome was examined directly after training and at 6 months follow-up by tasks of the three trained EF, tasks of untrained neurocognitive functions (verbal working memory, attention, planning and fluency), and ratings of EF and behavioral problems by parents and teachers. Directly after training, results showed significant improvement on cognitive flexibility and a positive trend for visuospatial storage and inhibition. At 6 months follow-up, the children performed significantly better on tasks of all three trained EFs. Furthermore, the results showed significant improvement on sustained attention, attention control, parent- and teacher-rated attention behavior and parent-rated EF and externalizing behavior with medium effect sizes. The results of this pilot study highlight the importance of a large-scale, randomized controlled trial examining the possible effects of EF training in children with SLI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01