Elias Rebecca, Murphy Haley G, Turner K Amber, White Susan W
Department of Psychology, Virginia Polytechnic Institute and State University, Blacksburg, Virginia.
Graduate School of Medicine, University of Tennessee, Knoxville, Tennessee.
J Cogn Psychother. 2019 Nov 1;33(4):343-356. doi: 10.1891/0889-8391.33.4.343.
Few psychological interventions exist to target executive function difficulties in children and adolescents. The current study modified the intervention protocol for use in an outpatient clinic setting with a diagnostically diverse group of participants. Participants engaged in a 10-week child and parent group treatment with assessment measurement at pre- and post-treatment. Assessments consisted of parent-report questionnaires, clinician-administered tasks, and treatment fidelity ratings. Results suggest that the modified intervention was delivered with high fidelity and is feasible and acceptable in a transdiagnostic sample. Although preliminary, efficacy appears promising and suggests that parent-rated executive function, as well as behavioral and emotional challenges, are amenable to change as a result of intervention participation. The results imply that the modified intervention has merit, and should be further explored within the context of larger studies.
针对儿童和青少年执行功能障碍的心理干预措施很少。本研究对干预方案进行了修改，以便在门诊环境中用于诊断多样的参与者群体。参与者参加了为期10周的儿童与家长团体治疗，并在治疗前后进行评估测量。评估包括家长报告问卷、临床医生实施的任务以及治疗保真度评级。结果表明，修改后的干预措施实施保真度高，在跨诊断样本中是可行且可接受的。尽管是初步结果，但疗效似乎很有前景，表明家长评定的执行功能以及行为和情绪挑战，可因参与干预而发生改变。结果表明，修改后的干预措施有价值，应在更大规模研究的背景下进一步探索。
