Evidence-Based Practices in a Social Project: Promotion of Executive Functions in Children from Northeastern Brazil

Autor/inn/en	Brito, Gabriel; Leon, Camila; Ribeiro, Camila; Trevisan, Bruna; Dias, Natália; Seabra, Alessandra
Titel	Evidence-Based Practices in a Social Project: Promotion of Executive Functions in Children from Northeastern Brazil
Quelle	In: Journal of Cognition and Development, 23 (2022) 5, S.712-731 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2022.2100396
Schlagwörter	Evidence Based Practice; Executive Function; Preschool Children; Foreign Countries; Intervention; Inhibition; Self Control; Hyperactivity; Behavior Problems; Socioeconomic Status; Economically Disadvantaged; Poverty; Cognitive Development; Kindergarten; Child Behavior; Questionnaires; Screening Tests; Brazil; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Hemmung; Selbstbeherrschung; Hyperaktivität; Socio-economic status; Sozioökonomischer Status; Armut; Kognitive Entwicklung; Fragebogen; Screening-Verfahren; Brasilien
Abstract	Evidence points to the possibility of promoting executive functions (EF) through school interventions. Little is known, however, about the effectiveness of this type of intervention in situations of social vulnerability. This study investigated the effectiveness of an EF intervention program applied with a sample of preschool children, in a situation of socioeconomic vulnerability, assisted by a non-governmental organization (NGO) in northeastern Brazil. Participants were 46 children (mean age = 4.67 years; SD = 0.71), divided into experimental (EG = 25) and control (CG = 21) groups. The children were assessed before and after the intervention regarding measures of EF and behavior indices. The intervention was applied over 3 months by two professionals from the NGO. There was no group x moment interaction effect on the performance measure used, however, fewer difficulties were observed posttest in the EG in relation to the CG, according to the informant-based measures. From the parents' reports, difficulties in inhibitory control (IC) decreased in the EG. From the parents' and teachers' reports, difficulties in hyperactivity, conduct problems and behavior problems (BP) total indices also decreased in the EG. A simple mediation model suggested that gains in IC mediated the intervention impact on gains in BP as observed by the parents. Interventions in EF for socioeconomically vulnerable children can minimize the deleterious effects of poverty on neurocognitive development. This study shows the applicability and effects of this type of intervention in an educational context, within the scope of a community assistance social project, bringing neuropsychology and social requirements closer together. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01