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相关概念视频

Information Processing Approach01:30

Information Processing Approach

34
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
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Working Memory01:24

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Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...
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通过针对学术执行职能的学校干预来提高学术表现 - - 一项试点研究.

Leanne Tamm1,2, Sydney M Risley3, Elizabeth Hamik1

  • 1Department of Pediatrics, Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.

International journal of developmental disabilities
|May 3, 2024
PubMed
概括

患有自闭症谱系障碍 (ASD) 的中学生在AIMS干预后表现出更好的学术执行功能 (EF) 和行为. 该研究强调了这种为ASD学生提供学校课程的可行性和满意度.

关键词:
学术表现 学术表现 学术表现执行职能培训 执行职能培训家庭作业 家庭作业基于学校的干预措施学习技巧学习技能学习技巧

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科学领域:

  • 神经发育障碍 神经发育障碍
  • 教育心理学教育心理学
  • 行为干预 行为干预

背景情况:

  • 没有智力障碍的自闭症谱系障碍 (ASD) 的学生经常面临学术挑战.
  • 这些困难源于执行职能 (EF) 的缺陷,包括组织,规划和学习技能.
  • 不高效的学习,丢失的作业和错位的材料是这个人群的常见问题.

研究的目的:

  • 评估基于学校的干预措施的可行性和满意度,称为"在学校实现独立和掌握" (AIMS).
  • 在概念验证试验中评估AIMS干预的初始有效性.
  • 确定AIMS干预是否可以改善ASD学生的学术执行功能.

主要方法:

  • 一个概念验证试验,涉及6名中学学生与ASD没有智力障碍.
  • 在学校实现独立和掌握 (AIMS) 的干预措施是在学校环境中实施的.
  • 家长和老师评价了学生的学术执行功能和干预前后整体功能.

主要成果:

  • 艾姆斯干预表明了高可行性和参与学生的满意度.
  • 家长和教师的报告表明,学术执行职能技能有所改善.
  • 在学生的学术行为中也注意到了观察到的改善.

结论:

  • 基于学校的AIMS干预表明,它有望改善ASD学生的学术执行功能.
  • 结果表明,学术EF技能是可塑的,可以通过有针对性的干预措施来增强.
  • 根据这些积极的发现,进一步的研究和干预开发是有必要的.