Executive Function Training for Deaf Children: Impact of a Music Intervention
Mason K, Marshall CR, Morgan G
Journal of deaf studies and deaf education · 4 citas
Cómo se estudió
- Diseño
- Ensayo clínico controlado (clasificado por nuestro filtro de IA)
- Estudiado en
- Personas
- Resultado principal
- Marcadores de salud y funcionamiento
Quién lo pagó
- Financiación
- Financiación independiente
- Organización sin fines de lucro
- Deafness Research Foundation
- Gobierno
- Economic and Social Research Council
- Subvenciones
- Deafness Research Foundation (620-28-600); Economic and Social Research Council (1207793)
Según 2 financiadores declarados y la declaración de financiación del texto completo.
Publicación
- Publicado
- 2021-07-13 · J Deaf Stud Deaf Educ · vol. 26 · número 4 · págs. 490–500
- Editorial
- Oxford University Press
- Citado
- 31 citas · más que el 92% de estudios similares · 3.4× el promedio de su campo
- Impacto
- Entre el 10 % más citado de su campo
- Referencias
- 46 trabajos
- Acceso
- Acceso abierto (revista híbrida) · CC-BY
- Áreas de investigación
- Hearing Impairment and Communication · Reading and Literacy Development · Early Childhood Education and Development
- Palabras clave
- Psychology, Intervention (counseling), Psychological intervention, Developmental psychology, Executive functions, Cognition, Test (biology), Inhibitory control, Audiology, Clinical psychology, Medicine
- MeSH
- humans, music therapy, memory, short-term, schools, music, child, executive function
3 autores
- Kathryn A. Mason🇬🇧 · autor de correspondenciaUniversity College London
- Chloe Ruth Marshall🇬🇧University College London
- GARY S. MORGAN🇬🇧 · autor de correspondenciaCity, University of London
Resumen
El texto original del estudio, en el idioma en que se publicó.
Several studies have reported poor executive function (EF) development in deaf children with subsequent impacts on their social and academic attainment. This paper describes the results of a music-based EF intervention designed for deaf children and carried out in two sets of primary schools. This is the first classroom-based EF training study with deaf children, and it also incorporates a replication phase. The intervention was a within-subject crossover design, with 29 deaf children aged 7-11 years who participated in both an EF and an art class control activity, each lasting 10 hours over 5 weeks. Non-verbal EF skills were assessed at pre-test, the crossover point, and post-test. Findings indicated that the EF intervention led to an improvement in participants' working memory and inhibitory skills in comparison with their performance on the same tasks after the control activity. The findings were not uniform for all EFs targeted nor for all cognitive ability levels in the sample. We discuss the implications of our findings for deaf children with different ability levels and for how EF interventions can be further improved.
Resumen vía Europe PMC. Los derechos de autor siguen siendo de los autores o la editorial (CC BY).
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