ArticleFrontiers in psychology2024
Cognitive stimulation in socioeconomically disadvantaged children with neurodevelopmental disorders: a case series.
Article in Frontiers in psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT07281482 (Randomised Controlled Trial of a Cognitive, Emotional and Social Stimulation Programme for Socioeconomically Disadvantaged Children.), which is not on this map. Cited by 2 papers.
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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.
Randomised Controlled Trial of a Cognitive, Emotional and Social Stimulation Programme for Socioeconomically Disadvantaged Children.
Who cites it
2 citing papers in PubMed.
- Understanding the Effectiveness of Mindfulness-based Dance Movement Therapy on Loneliness and Aggression of Underprivileged Children of an NGO.Annals of neurosciences · 2026Review
- Combined tDCS and Neuropsychological Treatment for Adult ADHD: A Single-Case Feasibility Study on Cognitive and Emotional Outcomes.Brain sciences · 2026Article
Corrections and comments
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Authors and funding
4 authors.
Funding
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Abstract
Introduction: Research shows how conditions in socio-economically disadvantaged environments can be a risk factor for children's cognitive development. Consequently, children with neurodevelopmental disorders growing up in such environments face a double challenge. This study analyzed the effect of a comprehensive cognitive stimulation program on 4 single case studies comprising children with neurodevelopmental disorders from Guatemala. Methodology: A descriptive study was conducted, using a case series approach, consisting of four participants with neurodevelopmental disorders, and a neurotypical group of 126 children. Participants in the neurotypical group were randomly assigned to either a control or experimental reference group. Cognitive assessments were performed pre- and post-intervention for all participants. Children in the experimental group received a comprehensive cognitive stimulation program between assessments. Two participants with neurodevelopmental disorders also received the stimulation program while the other two children with neurodevelopmental disorders performed the same task as the control group, specifically, regular reading activities. Results: The experimental group exhibited a significant improvement in executive functions (inhibition, flexibility, and planning). The two experimental group children with neurodevelopmental disorders exhibited improved social cognition, showing a larger improvement compared to neurotypical children in their group, as well as compared to the two control children. However, although the reading program improved the language skills of the neurotypical control group, the children with neurodevelopmental disorders did not show as much improvement. Conclusion: These results suggest that specialized interventions are beneficial for children from socio-economically disadvantaged backgrounds, but importantly, may have a larger impact on children with neurodevelopmental disorders.
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