ArticleFrontiers in psychology2019
Improving Executive Functions at School in Children With Special Needs by Educational Robotics.
Article in Frontiers in psychology, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT06288971 (Personalized Innovative Intervention Pathways to Promote Executive Function in Children With Cerebral Palsy), which is not on this map. Cited by 6 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Personalized Innovative Intervention Pathways to Promote Executive Function in Children With Cerebral Palsy
Who cites it
6 citing papers in PubMed, 53 citations in OpenAlex.
- Using Coding to Improve Executive Functioning in Children with Sickle Cell Disease: A Multiple-Baseline Single-Case Study.Journal of Intelligence · 2026Article
- Exploring Associations Between STEAM-Based Interventions and Executive and Cognitive Skills in Children with ADHD.Healthcare (Basel, Switzerland) · 2026Article
- Listening comprehension and its influence on reading fluency in primary students with special educational needs: a study in mainstream inclusive classrooms.Frontiers in psychology · 2026Article
- Article
- Article
- A Hybrid Human-Neurorobotics Approach to Primary Intersubjectivity via Active Inference.Frontiers in psychology · 2020Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors at 4 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Children with Special Needs represent a highly heterogeneous group in terms of neurofunctional, behavioral, and socio-cognitive characteristics, but they have in common a frequent impairment of Executive Functions. Educational Robotics is generally dedicated to study the effects of constructing and programming robots based on children's learning and academic achievement. Recently, we found that being engaged in progressively more challenging robot planning and monitoring (ER-Lab) promotes visual-spatial working memory and response inhibition in early childhood during typical development, and that an ER-Lab can be a feasible rehabilitative tool for children with Special Needs. The present study aimed to verify the efficacy of the ER-Lab on Executive Functions in children with Special Needs for the first time by using an RCT within their school environment. To pursue these aims, this study reports the results obtained in 42 first-grade children with Special Needs engaged in school Educational Robotics Laboratories (ER-Lab) to promote Executive Functions by means of enjoyable, intensive, and incrementally more challenging activities requiring them to program a bee-shaped robot called Bee-bot
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.