Learning from the community: iterative co-production of a programme to support the development of attention, regulation and thinking skills in toddlers at elevated likelihood of autism or ADHD
Research Involvement and Engagement,
Год журнала:
2025,
Номер
11(1)
Опубликована: Янв. 24, 2025
Abstract
Programmes
designed
to
support
children
with
known,
or
increased
likelihood
of,
autism
ADHD
often
focus
on
reducing
behaviours
central
a
clinical
diagnosis.
However,
supporting
pursue
their
own
goals
and
cope
everyday
life
through
fostering
executive
function
(EF)
development,
without
enforcing
neuro-normative
assumptions,
may
be
more
acceptable
neurodivergent
people,
beneficial.
The
co-production
process
for
this
neurodiversity-affirming
programme
involved:
Review
of
research
priorities
identified
during
published
public-and-clinician
consultations;
iterative
development
two
pilot
rounds
general
community
sample;
consultation
stakeholders
(parents
connection
ADHD,
alongside
early
years
specialists,
psychologists
therapists)
check
acceptability
the
proposal,
refine
logic
model
materials.
resultant
programme—Supporting
Toddlers
develop
strong
Attention,
Regulation
Thinking
skills
(START)—involves
three
mechanisms
change:
child
has
appropriate
play-based
opportunities
practise
EF
skills;
Parenting
linked
EFs
are
encouraged;
Parents
empowered
improve
environmental-fit
so
that
stressors
reduced.
Язык: Английский
Early executive function development: The first three years
Elsevier eBooks,
Год журнала:
2024,
Номер
unknown, С. 12 - 25
Опубликована: Март 6, 2024
Язык: Английский
Early executive function development: The first three years
Опубликована: Март 28, 2024
Executive
functions
(EFs)
relate
to
a
range
of
important
outcomes
across
the
lifespan,
yet
relatively
little
is
known
about
earliest
emergence
these
skills
in
infancy
and
toddlerhood.
This
chapter
provides
an
overview
measurement,
development,
neural
correlates
Early
EFs.
First,
we
review
current
empirical
theoretical
frameworks
for
understanding
Then
key
studies
examine
how
EFs
have
been
measured,
what
findings
are
beginning
reveal
developmental
trajectories
We
then
EFs,
before
offering
some
recommendations
continue
expand
knowledge
this
field,
with
emphasis
on
task
development.
Язык: Английский
Desempeño cognitivo y académico en escolares con antecedentes perinatales y vulnerabilidad social en un hospital público de la provincia de Buenos Aires
Diálogos Pedagógicos,
Год журнала:
2024,
Номер
22(44), С. 206 - 226
Опубликована: Окт. 29, 2024
Cognitive
Development
(CD)
and
Academic
Performance
(AP)
of
children
who
presented
perinatal
social
vulnerability
risk
factors
are
a
topic
interest
in
health
education.
Therefore,
the
aim
this
research
is
to
characterize
CD
AP
population
with
these
characteristics,
which
was
accompanied
by
professional
interventions
from
transdisciplinary
follow-up
team.Information
collected
pediatric
psychopedagogical
medical
records
thirty
patients.
The
WISC
IV
Intelligence
test
used;
school
reports
were
requested,
socio-economic
level
survey
administered,
included
information
regarding
stimulating
learning
at
home.Most
showed
average
levels
good
AP.
Socio-environmental
received
associated
them
identified.
Early
(ETI),
contextualized
long-term,
favorable
for
DC
DA.
Consequently,
they
should
be
considered
programs
similar
populations.
Язык: Английский