在COVID-19大流行后,支持儿童认知的数字干预:一个试点试验
Hannah Kirk1, Megan Spencer-Smith2, Laura Jobson2
1School of Psychological Sciences and Turner Institute for Brain and Mental Health, Monash University, Melbourne, VIC, Australia. Hannah.kirk@monash.edu.
Scientific reports
|June 18, 2024
概括
这项研究测试了一种数字干预措施,以改善年轻地区学生的执行功能 (EF). 该计划在提高面临教育劣势的儿童的认知技能和社会情感福祉方面表现有前途.
科学领域:
- 认知心理学 认知心理学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 执行功能 (EF) 的困难,包括冲动和注意力不集中,不成比例地影响着偏远和社会经济弱势社区的儿童.
- 减少教育参与和有限的干预机会加剧了这些弱势群体的EF损伤.
- 随着COVID-19的流行,人们越来越需要有效的策略来减轻对儿童执行功能负面影响.
研究的目的:
- 研究针对小学学生执行功能 (EF) 的基于学校的数字干预措施的好处,可行性和可接受性.
- 评估干预对核心EF,日常EF和社会情感福祉的影响.
- 评估干预措施的实用性和在区域环境中的教育工作者和学生的接受度.
主要方法:
- 一项试点随机对照试验与地区社会经济弱势社区的小学学生 (6-8岁) 进行.
- 参与者被分配到为期7周的数字EF干预或"通常教学"对照组.
- 在干预前,干预后和3个月的随访期间收集了EF,日常EF和社会情感福祉的测量.
主要成果:
- 该研究检查了执行功能 (主要结果) 和社会情感福祉 (次要结果) 的变化.
- 通过教育工作者反和干预坚持率来评估可行性和可接受性.
- 分析的重点是干预前后和干预前到3个月后续的变化.
结论:
- 该试点试验提供了关于数字干预措施改善高管功能在风险儿童有效性的初步数据.
- 研究结果将为开发可扩展的干预措施提供信息,以支持服务不足社区的认知和社会情感发展.
- 该研究强调了可访问的,以学校为基础的计划的重要性,以解决教育和发展差异.
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