A1 Journal article (refereed)
School-based group intervention in attention and executive functions : Intervention response and moderators (2022)


Paananen, M., Husberg, H., Katajamäki, H., & Aro, T. (2022). School-based group intervention in attention and executive functions : Intervention response and moderators. Frontiers in Psychology, 13, Article 975856. https://doi.org/10.3389/fpsyg.2022.975856


JYU authors or editors


Publication details

All authors or editors: Paananen, Mika; Husberg, Henrik; Katajamäki, Heli; Aro, Tuija

Journal or series: Frontiers in Psychology

eISSN: 1664-1078

Publication year: 2022

Publication date: 15/09/2022

Volume: 13

Article number: 975856

Publisher: Frontiers Media SA

Publication country: Switzerland

Publication language: English

DOI: https://doi.org/10.3389/fpsyg.2022.975856

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/83666

Publication is parallel published: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9521625/


Abstract

Objective: This study investigated the effects of a school-based skill-training intervention in attention control and executive functions for pupils with hyperactivity-impulsivity (H-I) and cognitive control (CC) deficits. The main aim was to examine whether the intervention differently influenced H-I and CC, and whether cognitive abilities or conduct problems moderated response to the intervention.

Method: Elementary school pupils from 41 schools participated the study and were divided into an intervention group (n = 71) and a waitlist control group (n = 77). Intervention outcomes were assessed with an inventory assessing executive function difficulties (including H-I and CC) completed by classroom teachers.

Results: Significant intervention effects and positive changes were detected in CC but not in H-I. Significant intervention effects were found mainly among pupils with low levels of conduct problems.

Conclusions: The results suggest that a skill-training intervention has specific positive effects on CC, but conduct problems may diminish response to intervention.


Keywords: lower comprehensive school pupils; ADHD; hyperactivity; impulsivity; behaviour disorders; executive functions (psychology); cognitive skills; intervention; intervention study

Free keywords: executive functions; intervention; treatment efficacy; moderators; conduct problems; cognitive abilities


Contributing organizations


Ministry reporting: Yes

Reporting Year: 2022

JUFO rating: 1


Last updated on 2024-03-04 at 18:17