方案：针对儿童和青少年执行功能的校本语言、数学和阅读干预措施：一项系统综述。
PROTOCOL: School-based language, math, and reading interventions for executive functions in children and adolescents: A systematic review.
作者信息
Dietrichson Jens, Thomsen Morten Kjær, Seerup Julie Kaas, Strandby Martin Williams, Viinholt Bjørn Christian Arleth, Bengtsen Elizabeth
机构信息
VIVE-The Danish Center for Social Science Research Copenhagen Denmark.
Department of Sociology University of Oxford Oxford UK.
出版信息
Campbell Syst Rev. 2022 Jul 12;18(3):e1262. doi: 10.1002/cl2.1262. eCollection 2022 Sep.
Abstract
This is the protocol for a Campbell systematic review. Our primary objective for this systematic review is to examine if preschool and school-based interventions aimed at improving language, literacy, and/or mathematical skills increase children's and adolescents' executive functions. As a secondary objective, we will examine how the effects of language, literacy, and mathematics interventions on executive functions are moderated by the subject of the intervention, child age or grade, the type of EF measured, and the at-risk status of participants. We will also explore how the effects are moderated by other study characteristics, and estimate the effects of the included interventions on language, literacy, and mathematical skills.
摘要
这是一项坎贝尔系统评价的方案。我们本次系统评价的主要目标是检验旨在提高语言、读写能力和/或数学技能的学前及校内干预措施是否能增强儿童和青少年的执行功能。作为次要目标，我们将考察语言、读写能力和数学干预措施对执行功能的影响如何因干预主题、儿童年龄或年级、所测量的执行功能类型以及参与者的风险状况而受到调节。我们还将探讨这些影响如何因其他研究特征而受到调节，并估计纳入的干预措施对语言、读写能力和数学技能的影响。
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