探索基于STEAM的干预措施与ADHD儿童执行和认知技能之间的关联
María Del Mar Bueno-Galán1, Carlos Barbosa-Torres2, María José Godoy-Merino1
1Department of Educational Science, Universidad de Extremadura, 06006 Badajoz, Spain.
Healthcare (Basel, Switzerland)
|January 28, 2026
概括
在患有注意力缺陷多动障碍 (ADHD) 的儿童中,STEAM活动可以增强执行功能和认知能力. 在STEAM项目中的儿童在抑制,规划和整体智商等领域表现出显著的改善.
科学领域:
- 神经发育科学 神经发育科学
- 教育心理学教育心理学
背景情况:
- 注意缺陷多动症 (ADHD) 影响执行功能 (EFs) 和认知技能.
- 专门的教育干预措施在支持ADHD儿童方面的作用至关重要.
研究的目的:
- 研究基于STEAM的教育活动与ADHD儿童的EF和认知技能的改善之间的关联.
- 为了比较STEAM教育的结果与这个人群的传统方法.
主要方法:
- 一组60名被诊断患有多动症的儿童参与了这项研究.
- 参与者被分为两组:传统教育 (n=30) 和基于STEAM的活动 (n=30).
- 标准化评估 (BRIEF,WISC-V,CARAS-R) 用于测量EF和认知能力.
主要成果:
- 与对照组相比,STEAM组在抑制,规划和组织方面表现出了统计学上显著的改善.
- 在STEAM组中观察到增强的语言理解,视觉空间技能,处理速度和总智商.
- 在参加STEAM活动的儿童的效率和冲动性控制指数 (ICI) 中发现了显著的收益.
结论:
- 基于STEAM的教育经验显示出在支持ADHD儿童神经发育成长方面的潜力.
- 这些发现表明,STEAM干预可以提高这一群体的认知和执行功能.
- 虽然有希望,但横截面设计排除了关于STEAM教育对ADHD的好处的因果推断.
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