Corrigendum: Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis

Scionti, Nicoletta; Cavallero, Marina; Zogmaister, Cristina; Marzocchi, G

doi:10.3389/fpsyg.2020.00410

Cited by 8 publications

(17 citation statements)

References 4 publications

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“…By embedding EF exercises in dialogic reading activities, the normal classroom routines were respected without forcing either the child or the adult towards extra-school projects. The feasibility of this ecological approach is in agreement with recent studies highlighting that, especially for preschoolers, working within an ecological context has several advantages such as reduced costs, inclusive approaches, simultaneous involvement of different EF components and high methodological flexibility (e.g., the possibility to choose frequency, duration and daily time of the activities) [9,30]. By combining specific and systematic EF exercises together with a flexible approach, it has been possible to choose the activities according to the child's preferences and performances, thus avoiding frustration and maintaining high children's compliance and motivation.…”

Section: Discussionsupporting

confidence: 83%

“…Although further studies on larger samples including experimental and control groups are needed, future perspectives may see the application of QQQ IT to children at risk of neurodevelopmental disorders, EF difficulties or low socio-economic level, populations characterized by a week executive function domain [ 5 , 40 , 41 ]. As pointed out by recent systematic reviews [ 9 , 30 ], EF interventions within the school setting are among the most effective training and thus must be encouraged. Within this perspective, QQQ IT can be a daily ecological way for early prevention in children with EF weakness and a useful tool to enhance school prerequisites.…”

Section: Discussionmentioning

confidence: 99%

“…In order to empower these important cognitive processes, several studies developed EF interventions for early childhood through activities that, as suggested by Diamond and Lee [ 8 , 9 ], try to satisfy novelty, enjoyability and challenges. Two main types of training can be distinguished.…”

Section: Introductionmentioning

confidence: 99%

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Dialogic Reading to Empower Executive Functions in Preschoolers

Ruffini

Spoglianti²,

Bombonato³

et al. 2021

Children

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Among the interventions recently developed to enhance Executive Functions (EFs) in preschoolers, Quincey Quokka’s Quest (QQQ) is an illustrated book proposing EF activities embedded within a shared reading framework (Howard et al., 2017). In the present study, the Italian version of QQQ (QQQIT) was tested in 20 typical developing 4–5 year old children. Standardized tests were used to assess EFs pre- and post- intervention. QQQIT was conducted once a week for 8 weeks in small groups. A positive trend was registered in QQQIT performances from the first to the last sessions and a significant improvement, in comparison to the control condition, was obtained in the Color and Form Game test. These results, supporting the feasibility of the QQQIT intervention and its efficacy in increasing shifting abilities, confirm the usefulness of ecological interventions to empower specific EF components in preschool contexts.

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Section: Discussionsupporting

confidence: 83%

Section: Discussionmentioning

confidence: 99%

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Dialogic Reading to Empower Executive Functions in Preschoolers

Ruffini

Spoglianti²,

Bombonato³

et al. 2021

Children

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“…This is certainly even truer for the specific population of VP infants for whom it is the entire neurodevelopment, in all its cognitive, behavioral and social components, that is impacted by premature birth [ 1 , 83 ]. A 2020 meta-analysis of cognitive training of young children to optimize their EFs which covered 30 studies published between 2009 and 2019 on children aged 3–6 years confirmed this trend [ 161 ]. The benefit of cognitive EF group training, such as the school-based type, is more effective than individual training.…”

Section: Support For the Development Of Efs And Neurobehavioral Funct...mentioning

confidence: 97%

Neurobehavioral Phenotype and Dysexecutive Syndrome of Preterm Children: Comorbidity or Trigger? An Update

Gire

Garbi²,

Zahed³

et al. 2022

Children

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Premature birth is a worldwide public health priority. One in ten children is born before 37 weeks of gestational age and, in developed countries, survival rates without major neonatal morbidity are increasing. Although severe sequelae associated with these births have decreased, their neurobehavioral difficulties, often associated in multiple fields, remain stable but still widespread. These neurobehavioral difficulties hamper the normal development of academic achievements and societal integration and intensify the children’s needs for rehabilitation during their preschool and academic years. Severe sequelae increase when gestational age decreases. This is even truer if the socio-cultural background is impeded by low income, education and language skills as compared with defined averages. However, moderate and/or minor neurocognitive and/or behavioral difficulties are almost identical for a moderate or a late preterm birth. Obtaining a better clinical description of neurobehavioral characteristics of those pretermly born, once they reach preschool age, is essential to detect behavioral issues as well as early specific cognitive difficulties (working memory, planning, inhibition, language expression and reception, attention and fine motor skills, etc.). Such information would provide a better understanding of the executive functions’ role in brain connectivity, neurodevelopment and neuroanatomical correlation with premature encephalopathy.

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“…Recently one metanalysis showed that cognitive training programs for preschoolers are significantly more effective for developmentally at-risk children (ADHD or low socio-economic status) than for children with typical development and without risks. This metanalysis assessed also other factors as the individual vs collective session and the training duration; these two factors were considered significant moderators contrary to the number of sessions and the computerized against non-computerized training [ 36 ]. The efficacy of Cogmed was particularly studied by two scientific publications, Shinaver et al and Spencer-Smith et al [ 33 , 37 ].…”

Section: Introductionmentioning

confidence: 99%

A randomized EPIREMED protocol study on the long-term visuo spatial effects of very preterm children with a working memory deficit

et al. 2021

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Background Very preterm children generally perform poorly in executive functions and particularly in working memory. Adaptive training tasks encouraging these children to work continuously on their personal working memory capacity can be very useful. Above all in preschool-age children, several cognitive training programs focused on improving working memory capacity. Cogmed is a computerized visuospatial cognitive training program that improves working memory in children and adolescents with attention-deficit/hyperactivity disorder. The main objective is to assess the long-term effects (18 months) of cognitive training (Cogmed) on visuospatial processing in preschool-age very preterm children with working memory impairment. Methods The EPIREMED study is a prospective, randomized, controlled, multicentric trial nested in a population based epidemiological survey. An intervention group (Cogmed cognitive training) and a control group (standard care management) will compare children aged 5½ to 6 years, born between 24- and 34-weeks’ gestational age, with a global intelligence quotient > 70 and a working memory index < 85. The study will include 166 children from national study EPIPAGE-2 (Epidemiological Study on Small Gestational Ages). The intervention consists of 25 sessions administered over a 5- to 8-week period. The primary endpoint will be the visuospatial processing, assessed by the score of the visuospatial index: score of the WPPSI-IV (Wechsler Preschool and Primary Scale of Intelligence). The secondary endpoints will allow to assess the executive functions, language and abilities, infant behavior, quality of life assessment, school performance and parental anxiety. Discussion This project’s primary goal is to demonstrate the necessity of early visuospatial memory assessment within the vulnerable population of very preterm children, and to prove the feasibility and efficacy of computerized cognitive training using online software programs. A better global neuropsychological development improvement (visuospatial processing and other far transfer) can be expected with an improvement in learning and decreased behavioral problems. In the long term, these improvements might also reduce those global costs linked to the consequences of extreme prematurity. Trial registration NCT02757794 (registered on 2nd May 2016 at ClinicalTrial.gov).

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Corrigendum: Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis

Cited by 8 publications

References 4 publications

Dialogic Reading to Empower Executive Functions in Preschoolers

Dialogic Reading to Empower Executive Functions in Preschoolers

Neurobehavioral Phenotype and Dysexecutive Syndrome of Preterm Children: Comorbidity or Trigger? An Update

A randomized EPIREMED protocol study on the long-term visuo spatial effects of very preterm children with a working memory deficit

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