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[Multimodal intervention program to improve attention deficits].

Luis Alvarez1, Paloma González-Castro, José Carlos Núñez

  • 1Facultad de Psicología, Universidad de Oviedo, Oviedo, Spain. lalvarez@uniovi.es

Psicothema
|October 26, 2007
PubMed
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This study shows that an intervention program combining visual therapy, cortical activation, and activity banks effectively improves both selective and sustained attention in students aged 5-19 with learning difficulties.

Area of Science:

  • Educational Psychology
  • Neuroscience

Context:

  • Attentional deficits impact academic learning in school-aged children and adolescents.
  • Difficulties in selective and sustained attention affect students' ability to process age-appropriate academic material.

Purpose:

  • To develop, administer, and evaluate an intervention program aimed at enhancing selective and sustained attention.
  • To assess the efficacy of the intervention in students aged 5 to 19 with learning difficulties.

Summary:

  • The intervention combined visual therapy, cortical activation, and training with activity banks.
  • Two groups were studied: students with selective attention difficulties (N=102) and those with sustained attention difficulties (N=106).
  • Each group comprised experimental and control subgroups to compare intervention effects.

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Impact:

  • The intervention demonstrated effectiveness in improving both selective and sustained attention deficits.
  • Results suggest a viable approach for addressing attentional challenges in educational settings.
  • This research offers insights into remediating learning difficulties stemming from attention problems.