0000000000634472
AUTHOR
Katarina Michelsson
Two-year group treatment for children with learning difficulties: assessing effects of treatment duration and pretreatment characteristics.
The results of a 2-year treatment study of children with learning problems are reported. During the first treatment year, half of the children participated in a multifaceted neurocognitive treatment and the other half in a treatment that provided supervision of school tasks and peer group support. During the second treatment year, all children participated in the neurocognitive treatment. The participants were 74 Chilean children 6 to 11 years old. The issues under investigation were the effect of treatment duration, and the relationship between pretreatment neurocognitive and behavioral characteristics and academic treatment outcome. The results indicated that significant gains occurred d…
Cry characteristics of 172 healthy 1-to 7-day-old infants.
A total of 1,836 cry signals from 172 healthy babies, 1–7 days old, were analysed with sound spectrography. The mean values for the 8–15 cries from each infant were calculated and used for the statistical analyses. The mean duration of the cry signals was 1.4 ± 0.6 s. The mean fundamental frequency was 496 ± 95 cps (Hz). Fifty percent of the mean fundamental frequencies in the 8–15 cries analysed from each baby varied between 450 and 520 Hz. Of the children, 93% had cries with a mean fundamental frequency below 600 Hz. The mean value of the highest point of the fundamental frequency was 583 ± 151 Hz and of the lowest point 398 ± 75 Hz. The melody type had mainly a rising-falling contour, th…
Comparing Efficacies of Neurocognitive Treatment and Homework Assistance Programs for Children with Learning Difficulties
The purpose of the study was to analyze the relative efficacies of two treatments for children with learning difficulties. The first treatment consisted of multiple training components targeting specific cognitive and behavioral factors; the second treatment provided emotional support and supervision of school tasks. The participants were 94 Chilean schoolchildren (6 to 11 years of age). The efficacies were compared on (a) neurocognitive tests, (b) school achievement tests, and (c) behavior in school and at home. The results indicated that both groups improved on most of the outcome measures. The first group showed best results in parents' rating of home behavior, and the second group in r…