The Effects of the Seria-Think Program (STP) on Planning, Self-Regulation, and Math Performance Among Grade 3 Children with Attention Deficit Hyperactivity Disorder (ADHD)

Dynamic Assessment of Self-Regulation and Planning Behavior

“…The findings support our expectation that a short-term intervention for self-regulation and planning behavior given during a DA procedure can significantly improve this two specific EFs and consequently enhances children's efficiency in solving these tasks. Our findings coincide with earlier findings showing that training of EF enhances math achievements (e.g., Naglieri and Johnson, 2000;Fuchs et al, 2003;Raghubar et al, 2010;Tzuriel and Trabelsi, 2014;Viterbori et al, 2015;17.39 Cai Clements et al, 2016;Prager et al, 2016;Cragg et al, 2017;Lombardi et al, 2017;Tzuriel and Caspi, 2017a). The higher improvement from pre-to post-intervention of the experimental group as compared with the control group in NINS, NMES and EFFIN can be attributed to the systematic cognitive strategies mediated in the teaching stage of the DA administration.…”

“…Because processing mathematical problems necessitates planning behavior, development of cognitive strategies, and limitation of impulsivity we hypothesize that planning behavior would significantly predict math performance. Research evidence from intervention studies focusing on planning supports this hypothesis (e.g., Naglieri and Gottling, 1997;Naglieri and Johnson, 2000;Cutting et al, 2009;Clark et al, 2010;Iseman and Naglieri, 2011;Tzuriel and Trabelsi, 2014).…”

“…The STI has been validated clinically as a diagnostic instrument of two EF: Planning and self-regulation (Tzuriel, 2000(Tzuriel, , 2001(Tzuriel, , 2002(Tzuriel, , 2017(Tzuriel, , 2021. It was used also empirically to measure the effects of peer mediation program (Tzuriel and Trabelsi, 2014;Tzuriel and Caspi, 2017a) and in studies on mother-child mediated learning interactions (Tzuriel and Hanuka-Levy, 2018;, and mother-child math discourse (Tzuriel and Mandel, 2020). As a DA instrument, the STI-R is composed of four stages: Pre-teaching, teaching, post-teaching, and transfer.…”

“…The optimal length of an intervention would help teachers and policymakers to implement the STI-R as a full intervention program to enhance EFs. Some earlier steps were carried out in that direction (Tzuriel and Trabelsi, 2014), but more rigorous research is required. Finally, the STI-R should be applied with children experiencing difficulties in control of impulsivity and planning behavior such as children with ADHD.…”

“…The focus of most DA researchers has been on measures of performance accuracy (e.g., Guthke et al, 1997;Haywood and Tzuriel, 2002;Sternberg and Grigorenko, 2002;Lidz, 2003;Haywood and Lidz, 2007;Resing, 2013;Tzuriel, 2021) rather than on executive functions (EF), even though the teaching processes within DA rely heavily on facilitating EF and metacognitive strategies. The literature is replete with evidence showing that EF components serve as essential mechanisms for mathematical performance (e.g., Tzuriel, 2000;Bull and Scerif, 2001;Passolunghi and Siegel, 2001;Fuchs and Fuchs, 2005;Blair and Razza, 2007;Blair et al, 2008, Blair et al, 2015Clark et al, 2010;Raghubar et al, 2010;Clements, 2011;Cragg and Gilmore, 2014;Fuhs et al, 2014;Tzuriel and Trabelsi, 2014;Verdine et al, 2014;Viterbori et al, 2015;Cai et al, 2016;Clements et al, 2016;Prager et al, 2016;Cragg et al, 2017;Lombardi et al, 2017;Robson et al, 2020;Spiegel et al, 2021), yet no study is known to examine cognitive modifiability of EF in relation to math performance.…”