Measuring and Compensating for Defcits of Self-Regulation in School Children via Ambulatory Assessment

Schwarz, Ulrike; Gawrilow, Caterina

doi:10.11621/pir.2019.0401

Cited by 5 publications

(4 citation statements)

References 43 publications

(46 reference statements)

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“…Our study found a very high percentage of children with cognitive problems and at risk for future learning disabilities and maladjustment at school: 37% of schoolchildren entering the first year of school. This rate correlated with data from many specialists (Akhutina, & Pylayeva, 2003;Glozman, 2017;Mikadze, 1998;Sapir, & Nitzburg, 1973;Schwarz, & Gawrilow, 2019). In this situation, starting school early, at 6 years old, increases the risk of future learning problems.…”

Section: Discussionsupporting

confidence: 75%

“…School maladjustment means functioning in a way that does not correspond to the child's psycho-physiological capacities and needs, nor to the requirements of his/her micro-social environment. It manifests itself in difficulties following school programs, the child failing to perform up to his abilities, and in frequent refusals to attend school and/or to follow its rules (Glozman, 2011(Glozman, , 2017Prieler et al, 2018;Schwarz & Gawrilow, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Learning Disabilities in Primary School. How to Diagnose and Remediate the Difficulties with a Team Approach: The First Results

Glozman¹,

Plotnikova²

2021

Psych. Rus.

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Background. An important problem of our day is the significant increase in the number of learning-disabled pupils all over the world. This has led to the emergence of a new branch of neuropsychology — “school neuropsychology” or the “Neuropsychology of learning.” Objective. This paper analyzes the role and functions of a neuropsychologist in primary schools and the possibilities of his/her collaboration with other specialists in diagnosing children’s problems and organizing remediation for problematic kids. Design. We established four steps for launching neuropsychological work at primary schools: 1) setting up a screening group for neuropsychological assessment of all children entering the first year of school; 2) a comprehensive neuropsychological assessment of the children who showed poor results in the first step of the study; 3) a team remediation program; and 4) evaluation of the remediation results by a new neuropsychological assessment at the end of the remediation program. Results. The results of the first step of our study showed a very high percentage of children with cognitive problems — 37% of 202 6–8 year-old schoolchildren entering the first year of school. They formed a group at risk for future learning disabilities and maladjustment at school. Age and gender differences, and the structure of cognitive underdevelopment, were discussed in the second step of our study. In the third step, a team of school specialists, including a neuropsychologist, a teacher, a school psychologist, and a school social worker, implemented a remediation program which was created and supervised by a neuropsychologist. Conclusion. A comprehensive neuropsychological assessment of the pupils revealed a complex structure of cognitive disturbances which interfere with pupils’ learning abilities in primary school. The team approach can efficiently prevent learning disabilities and help children with cognitive underdevelopment and risks of future unsuccess at school, when this collaboration of school specialists has a common theoretical approach and is based upon comprehensive neuropsychological assessment.

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Section: Discussionsupporting

confidence: 75%

Section: Introductionmentioning

confidence: 99%

Learning Disabilities in Primary School. How to Diagnose and Remediate the Difficulties with a Team Approach: The First Results

Glozman¹,

Plotnikova²

2021

Psych. Rus.

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“…A particular research line is devoted to the analysis of the influence of screen time on executive functions among preschoolers. Preschool age is also characterized by the rapid development of executive functions, which are extremely important for academic success while entering school (Jacobson et al, 2011;Schwarz and Gawrilow, 2019). The development of speech and literacy in a child is inextricably connected with the development of executive functions, and there are at least two explanations for this connection (Veraksa et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Short- and Long-Term Effects of Passive and Active Screen Time on Young Children’s Phonological Memory

et al. 2021

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The purpose of this study was to fill this gap by examining the relationship between phonological memory in preschool children and their passive (watching TV) and active screen time with using of Smart Screen Technologies such as tablets and phones with a touch screen interface. Study was conducted in two stages: in Time 1, the association between children’s phonological memory, passive and active screen time and family factors was examined; in Time 2 (1 year later) the impact of passive and active screen time on a child’s individual progress in phonological memory development was evaluated. The study enrolled 122 preschool children aged 5–6 years (M = 5.72, SD = 0.33); boys (54.9%). Information on each child’s average daily passive and active screen time was obtained from a survey with the mother. The survey provided information on how much time each child spent on a typical day with passive (“traditional”) and active (interactive) use of digital devices. For family factors, we included maternal highest educational qualification, family’s financial situation. For children’s characteristics, age, gender and non-verbal fluid intelligence were included. The results indicate that time spent passively with digital devices (watching TV) is negatively related to a child’s ability to process verbal information. In contrast, the interactive time the child spent with Smart Screen Technologies is not significant and does not pose a threat to the development of phonological memory in preschool age. The study also showed that passive and active use of digital devices has no long-term impact on children’s phonological memory development progress over a year. The implications are that use of Smart Screen Technologies, which implies a higher degree of interactivity, is not associated with either short- or long-term negative effects on phonological memory development in preschool age, contrary to passive screen time exposure. The results can be applied in the elaboration of principles and programs on the use of digital devices for the entertainment and education of preschool children.

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“…The program was based on differentiated approach to revealing psychological and pedagogical conditions for development of self-regulation skills in cognitive and learning activity in children with mental DD. The program design was backed up by the theoretical Russian and global data on self-regulation development within onthogenesis, its function and structure and its relationship to cognitive and learning activity (Baumeister et al, 2019;Gagne & Nwadinobi, 2018;Gawrilow et al, 2011;Konopkin, 1980;Morosanova, 2012;Morosanova et al, 2015;Schwarz & Gawrilow, 2019;Sheeran & Webb, 2016;Wirth et al, 2015;Vygotsky, 1991). The program was designed also recognising the most characteristic features of conscious self-regulation in cognitive and learning activity in children with mental DD and their self-regulatory capacities -revealed through the experiment (Babkina, 2016;2019;Babkina & Korobeynikov, 2019…”

Section: Methodsmentioning

confidence: 99%

Children With Mental Developmental Delay: Self-Regulation Development Through Education

Babkina¹

2020

European Proceedings of Social and Behavioural Sciences

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Measuring and Compensating for Defcits of Self-Regulation in School Children via Ambulatory Assessment

Cited by 5 publications

References 43 publications

Learning Disabilities in Primary School. How to Diagnose and Remediate the Difficulties with a Team Approach: The First Results

Learning Disabilities in Primary School. How to Diagnose and Remediate the Difficulties with a Team Approach: The First Results

Short- and Long-Term Effects of Passive and Active Screen Time on Young Children’s Phonological Memory

Children With Mental Developmental Delay: Self-Regulation Development Through Education

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