Clasroom intervention in inhibitory control in children with and without language disorders
- Eva Aguilar-Mediavilla Universitat de les Illes Balears
- Jorge Luis Guirado-Moreno Universitat de les Illes Balears
- Víctor Sánchez-Azanza Universitat de les Illes Balears
- Daniel Adrover-Roig Universitat de les Illes Balears
- Mario Valera-Pozo Universitat de les Illes Balears
Abstract
The aim of this work was to assess the effect of classroom intervention in the inhibitory control carried out in different classrooms of primary scholars (9-11 years) that had students with Development Language Disorder (n = 5) or dyslexia (n = 4) and their classmates without difficulties (n = 6). The design followed a pre-post intervention model over verbal fluency, phonological memory and inhibitory control. The intervention consisted of eight 10-minute sessions for the entire class group, two per week during four weeks, plus a 1-hour long session with small groups in the middle of the sessions, with activities based on different inhibitory control tasks (“Stroop”, “Go-no go”, “Plots”, “Simon”,…). Children with DLD and dyslexia showed a lower phonological memory score before the intervention. The intervention only had a slight effect on phonological memory in all the groups. However, the post-intervention comparison between groups showed lower scores of verbal fluency and inhibitory control in the DLD group compared to the other two, which may indicate a possible improvement in these variables in dyslexia and typical development children groups. In conclusion, the intervention had a scarce effect, especially in the DLD group. Further, works including a larger number of participants and intervention sessions might help elucidate reasons why the present work does not show specific improvements in inhibitory control and fluency after the intervention.
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Author Biography
Licenciada en Psicología en 1996, Doctora en psicología en 2003 y Máster en Perturbaciones del lenguaje y la Audición por la por la Universidad de Barcelona. Ha trabajado en diversas universidades (UB, UNED y UOC) y des del año 2001 es Profesora en la Universidad de las Islas Baleares (UIB). Actualmente es Titular de Universidad y ostenta los cargos de subdirectora del Departamento de Pedagogía Aplicada y Psicología de la Educación y secretaria académica del Doctorado de Educación de dicha universidad, además de secretaria académica de la Asociación Internacional para el Estudio de la Adquisición del Lenguaje (AEAL).
Es investigadora principal del grupo de investigación I+DEL: Investigación, Desarrollo, Educación y Lenguaje del Institut de Recerca i innovació Educativa (IRIE) de la UIB y tiene reconocidos dos tramos de investigación (sexenios) y tres tramos de docencia (quinquenios). Sus investigaciones han incluido la adquisición del lenguaje, las dificultades del lenguaje, el bilingüismo y la fonología. Es autora de diversos artículos internacionales indexados en revistas con factor de impacto además de diversos libros, capítulo de libros, pruebas de evaluación, artículos y congresos nacionales e internacionales.
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