Evidence map›Paper›PMID 38248285›Full record

ArticleBrain sciences2024

A Naturalistic Intervention to Promote Executive Functions in Primary School Children: A Pilot Study.

Jonatas B Souza, Bruna T Trevisan, Liana G Nunes, Wagner L Machado, Alessandra G Seabra

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Brain sciences, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Jonatas B SouzaPost-Graduation Program in Human Development Sciences, CCBS-Mackenzie Presbyterian University, Rua da Consolação, nº 930, São Paulo 01302-907, SP, Brazil.
Bruna T TrevisanPost-Graduation Program in Human Development Sciences, CCBS-Mackenzie Presbyterian University, Rua da Consolação, nº 930, São Paulo 01302-907, SP, Brazil.
Liana G NunesPost-Graduation Program in Human Development Sciences, CCBS-Mackenzie Presbyterian University, Rua da Consolação, nº 930, São Paulo 01302-907, SP, Brazil.
Wagner L MachadoGraduate Program in Psychology, Pontifical Catholic University of Rio Grande do Sul, PUCRS Av. Ipiranga, 6681-Building 11-9th Floor-Room 930-Parthenon, Porto Alegre 90619-900, RS, Brazil.ORCID 0000-0001-5555-5116
Alessandra G SeabraPost-Graduation Program in Human Development Sciences, CCBS-Mackenzie Presbyterian University, Rua da Consolação, nº 930, São Paulo 01302-907, SP, Brazil.

Funding

National Council for Scientific and Technological Development 310845/2021-1
6 · The paper itself

Abstract

Executive functions are related to the control of cognition, emotion, and behavior. They are essential to lifelong outcomes, including school performance. Naturalistic interventions embedded in children's daily activities and environments have greater effects. Therefore, this pilot study aimed to develop a naturalistic program suitable for schools, based on Goal Management Training (GMT), and to analyze its effects on executive functions and behavior. The participants consisted of 35 students from 2nd to 5th grade with executive dysfunction complaints. They underwent neuropsychological assessments of working memory, inhibition, cognitive flexibility, and intellectual capacity. Teachers and parents answered questionnaires on executive functions and behavior. Students were randomly assigned to an active control group, who participated in sessions on citizenship, and an experimental group (EG), stimulated through the executive function program, both with 16 sessions conducted by psychologists. After the intervention, all participants were reevaluated. The two-way Wald-type statistic (WTS) revealed greater improvement in executive functions for the EG, including working memory and inhibition. Additionally, parents and teachers, blind to the experimental conditions, reported improvements in some measures of executive functions and behavior. The results are encouraging, but further studies should test the intervention when implemented with larger samples and by teachers.

Indexed as

cognitive controlcognitive interventionexecutive functionsinhibitory controlmental flexibilitynaturalistic interventionworking memory

Identifiers

PMID38248285
PMCPMC10813490

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Registered trials

None linked

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.