Response to Intervention (RTI) Tier 2 Executive Functions Program for 1 st Grade Level Brazilian Schoolchildren
Pilot Study
Bibliographic Data
| ID | 22010484 |
|---|---|
| Authors | Graziele Kerges-Alcantara (Universidade Estadual Paulista (Unesp)), Simone Aparecida Capellini (0000-0001-8171-5603, Universidade Estadual Paulista (Unesp)) |
| Year | 2022 |
| Volume | 12 |
| Issue | 10 |
| Pages | 644-656 |
| Publication date | 2022-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Advances in Applied Sociology (JOURNAL) |
| Journal identifiers | ISSN: 2165-4328 • E-ISSN: 2165-4336 |
| Publisher | Scientific Research Publishing, Inc. (PUBLISHER) |
| DOI | 10.4236/aasoci.2022.1210045 |
| OpenAlex | W4312504586 |
| Language | EN |
| References cited | 32 |
This study was developed in two phases, Phase 1 being the elaboration of the Response to Intervention Model (RTI) Tier 2 executive functions program for Brazilian schoolchildren and Phase 2 the analysis the significance clinical of RTI Tier 2 executive functions program for Brazilian schoolchildren at 1st grade level of Elementary School I in a pilot study. The study aimed to develop and analyze the clinical significance of an RTI Tier 2 executive functions program for 1st grade level Brazilian schoolchildren in a pilot study. The RTI Tier 2 executive functions program for schoolchildren in the 1st grade level of Elementary School was designed based on the theoretical model, considering the three main components of executive functions: inhibition, working memory and switching. The analysis of the clinical significance of the performance of schoolchildren in the 1st year of Elementary School I in the program developed in phase 1 of the study was carried out in a pilot study with eight students who submitted the application of the Attention Test for Cancellation (TAC); Five Digits Test—FDT; Wechsler Children’s Intelligence Scale Digits Subtest, Trail Making Test (TT)—Parts A and B; and the Protocol for Early Identification of Reading Problems—IPPL in a situation of pre- and post-application of the program. Results: The results of this study were analyzed using the JT Method for single-case analysis and showed that there was a reliable improvement in the components of executive functions inhibition, working memory and switching for some schoolchildren in this study. In tasks of rhyme identification, production from the phoneme, phonological working memory, the results also showed that there was a reliable improvement, although the program did not focus on its development. The program developed in this study proved to be applicable and can be used as an intervention instrument based on scientific evidence that helps the development of executive functions and learning in RTI tier 2
Cognition · Developmental psychology · Executive functions · Psychiatry · Wechsler Adult Intelligence Scale · Working memory · Children's Physical and Motor Development · Infant Development and Preterm Care · Psychology · Reading and Literacy Development
Unity and diversity of executive functions
Cognitive profiles of difficult-to-remediate and readily remediated poor readers
Categorizing sounds and learning to read—a causal connection
Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old
Executive Functions
Clinical significance
A Snapshot of RTI Implementation a Decade Later
Phonological and orthographic processing
Elementary teacher’s knowledge of response to intervention implementation
Early Teacher–Child Relationships Promote Self-Regulation Development in Prekindergarten
Improvements in motor competence skills are associated with improvements in executive function and math problem-solving skills in early childhood
The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks
The development of executive functions and early mathematics
| Highly cited | No |
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