Juntorn Sutinun, Sriphetcharawut Sarinya, Munkhetvit Peeraya
Department of Occupational Therapy, Faculty of Associated Medical Sciences, Chiang Mai University, Chiang Mai, Thailand.
Occup Ther Int. 2017 Apr 23;2017:6237689. doi: 10.1155/2017/6237689. eCollection 2017.
Learning disabilities (LD) can be associated with problems in the four stages of information processing used in learning: input, throughput, output, and feedback. These problems affect the child's ability to learn and perform activities in daily life, especially during academic activities. This study is a pilot study aimed at investigating the effectiveness of information processing strategy training using a combination of two approaches that address the ability to apply processing strategies during academic activities in children with LD. The two approaches are the Perceive, Recall, Plan, and Perform (PRPP) System of Intervention, which is a strategy training intervention, and the Four-Quadrant Model (4QM) of Facilitated Learning approach, which is a systematic facilitator technique. Twenty children with LD were assigned to two groups: the experimental group ( = 10) and the control group ( = 10). Children in the experimental group received the intervention twice a week for 6 consecutive weeks. Each treatment session took approximately 50 minutes. Children in the control group received traditional intervention twice a week for 6 consecutive weeks. The results indicated that the combination of the PRPP System of Intervention and the 4QM may improve the participants' ability to apply information processing strategies during academic activities.
学习障碍（LD）可能与学习过程中信息处理的四个阶段存在的问题相关：输入、通量、输出和反馈。这些问题会影响孩子在日常生活中学习和开展活动的能力，尤其是在学术活动期间。本研究是一项试点研究，旨在调查采用两种方法相结合的信息处理策略训练的有效性，这两种方法针对学习障碍儿童在学术活动中应用处理策略的能力。这两种方法分别是感知、回忆、计划和执行（PRPP）干预系统，它是一种策略训练干预；以及促进学习方法的四象限模型（4QM），它是一种系统的促进技术。20名学习障碍儿童被分为两组：实验组（n = 10）和对照组（n = 10）。实验组的儿童连续6周每周接受两次干预。每次治疗课程大约持续50分钟。对照组的儿童连续6周每周接受两次传统干预。结果表明，PRPP干预系统和4QM的结合可能会提高参与者在学术活动中应用信息处理策略的能力。
