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RESEARCH PRODUCT

Comparing Efficacies of Neurocognitive Treatment and Homework Assistance Programs for Children with Learning Difficulties

Asko TolvanenHeikki LyytinenTuija LamminmäkiKatarina MichelssonHelena Todd De BarraTimo Ahonen

subject

MaleHealth (social science)media_common.quotation_subjecteducationPrimary educationEducationDevelopmental psychologymedicineHumansAchievement testRemedial Teaching0501 psychology and cognitive sciencesChild10. No inequalityRemedial educationmedia_commonmedicine.diagnostic_testLearning Disabilities4. Education05 social sciencesBehavior change050301 educationNeuropsychological testAchievementGeneral Health ProfessionsLearning disabilityFemaleAptitudemedicine.symptomCognition DisordersPsychology0503 educationNeurocognitive050104 developmental & child psychology

description

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 reading. The findings also emphasized the importance of emotional support and the inclusion of a parents' group in treatment for children with learning difficulties.

yearjournalcountryeditionlanguage
1997-05-01Journal of Learning Disabilities
https://doi.org/10.1177/002221949703000308