School-based intervention to address self-regulation and executive functioning in children attending primary schools in remote Australian Aboriginal communities
Executive functioning and self-regulation influence a range of outcomes across the life course including physical and mental health, educational success, and employment. Children prenatally exposed to alcohol or early life trauma (ELT) are at higher risk of impairment of these skills and may require...
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| Veröffentlicht in: | PloS one 2020-06, Vol.15 (6), p.e0234895 |
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| creator | Wagner, Bree Latimer, Jane Adams, Emma Carmichael Olson, Heather Symons, Martyn Mazzucchelli, Trevor G Jirikowic, Tracy Watkins, Rochelle Cross, Donna Carapetis, Jonathan Boulton, John Wright, Edie McRae, Tracy Carter, Maureen Fitzpatrick, James P |
| description | Executive functioning and self-regulation influence a range of outcomes across the life course including physical and mental health, educational success, and employment. Children prenatally exposed to alcohol or early life trauma (ELT) are at higher risk of impairment of these skills and may require intervention to address self-regulation deficits. Researchers partnered with the local Aboriginal health organization and schools to develop and pilot a manualized version of the Alert Program® in the Fitzroy Valley, north Western Australia, a region with documented high rates of fetal alcohol spectrum disorder and ELT. This self-controlled cluster randomized trial evaluated the effect of an 8-week Alert Program® intervention on children's executive functioning and self-regulation skills. Following parent or caregiver consent (referred to hereafter as parent), 271 students were enrolled in the study. This reflects a 75% participation rate and indicates the strong community support that exists for the study. Teachers from 26 primary school classrooms across eight Fitzroy Valley schools received training to deliver eight, one-hour Alert Program® lessons over eight-weeks to students. Student outcomes were measured by parent and teacher ratings of children's behavioral, emotional, and cognitive regulation. The mean number of lessons attended by children was 4.2. Although no significant improvements to children's executive functioning skills or behavior were detected via the teacher-rated measures as hypothesized, statistically significant improvements were noted on parent-rated measures of executive functioning and behavior. The effectiveness of future self-regulation programs may be enhanced through multimodal delivery through home, school and community based settings to maximize children's exposure to the intervention. Despite mixed findings of effect, this study was an important first step in adapting and evaluating the Alert Program® for use in remote Australian Aboriginal community schools, where access to self-regulation interventions is limited. |
| doi_str_mv | 10.1371/journal.pone.0234895 |
| format | Article |
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Children prenatally exposed to alcohol or early life trauma (ELT) are at higher risk of impairment of these skills and may require intervention to address self-regulation deficits. Researchers partnered with the local Aboriginal health organization and schools to develop and pilot a manualized version of the Alert Program® in the Fitzroy Valley, north Western Australia, a region with documented high rates of fetal alcohol spectrum disorder and ELT. This self-controlled cluster randomized trial evaluated the effect of an 8-week Alert Program® intervention on children's executive functioning and self-regulation skills. Following parent or caregiver consent (referred to hereafter as parent), 271 students were enrolled in the study. This reflects a 75% participation rate and indicates the strong community support that exists for the study. Teachers from 26 primary school classrooms across eight Fitzroy Valley schools received training to deliver eight, one-hour Alert Program® lessons over eight-weeks to students. Student outcomes were measured by parent and teacher ratings of children's behavioral, emotional, and cognitive regulation. The mean number of lessons attended by children was 4.2. Although no significant improvements to children's executive functioning skills or behavior were detected via the teacher-rated measures as hypothesized, statistically significant improvements were noted on parent-rated measures of executive functioning and behavior. The effectiveness of future self-regulation programs may be enhanced through multimodal delivery through home, school and community based settings to maximize children's exposure to the intervention. Despite mixed findings of effect, this study was an important first step in adapting and evaluating the Alert Program® for use in remote Australian Aboriginal community schools, where access to self-regulation interventions is limited.</description><identifier>ISSN: 1932-6203</identifier><identifier>EISSN: 1932-6203</identifier><identifier>DOI: 10.1371/journal.pone.0234895</identifier><identifier>PMID: 32579567</identifier><language>eng</language><publisher>United States: Public Library of Science</publisher><subject>Aboriginal Australians ; Australia ; Automatic control ; Automobile engines ; Behavior ; Biology and Life Sciences ; Care and treatment ; Child ; Child, Preschool ; Childhood self control ; Children ; Cognition & reasoning ; Cognitive ability ; Cognitive disorders ; Community ; Community involvement ; Complications and side effects ; Earth Sciences ; Education ; Elementary school students ; Emotional behavior ; Evaluation ; Executive function ; Executive function (Psychology) ; Executive Function - physiology ; Faculty ; Families & family life ; Female ; Fetal alcohol syndrome ; Health Services, Indigenous ; Humans ; Intervention (Psychology) ; Learning ; Male ; Medical research ; Medicine ; Mental health ; Methods ; Native peoples ; Parents ; Pediatric research ; People and Places ; Pregnancy ; Prevention ; Psychological aspects ; Research and Analysis Methods ; Researchers ; Risk factors ; School Health Services ; Schools ; Self regulation ; Self-Control ; Skills ; Social Sciences ; Statistical analysis ; Students ; Surveys and Questionnaires ; Teachers ; Trauma</subject><ispartof>PloS one, 2020-06, Vol.15 (6), p.e0234895</ispartof><rights>COPYRIGHT 2020 Public Library of Science</rights><rights>2020 Wagner et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>2020 Wagner et al 2020 Wagner et al</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c692t-2af18077d556bc067edfa8e45abd9df888a7bf40d7cf8e28793d565ccf364e303</citedby><cites>FETCH-LOGICAL-c692t-2af18077d556bc067edfa8e45abd9df888a7bf40d7cf8e28793d565ccf364e303</cites><orcidid>0000-0002-1202-9172</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC7314028/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC7314028/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,723,776,780,860,881,2096,2915,23845,27901,27902,53766,53768,79569,79570</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/32579567$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Wagner, Bree</creatorcontrib><creatorcontrib>Latimer, Jane</creatorcontrib><creatorcontrib>Adams, Emma</creatorcontrib><creatorcontrib>Carmichael Olson, Heather</creatorcontrib><creatorcontrib>Symons, Martyn</creatorcontrib><creatorcontrib>Mazzucchelli, Trevor G</creatorcontrib><creatorcontrib>Jirikowic, Tracy</creatorcontrib><creatorcontrib>Watkins, Rochelle</creatorcontrib><creatorcontrib>Cross, Donna</creatorcontrib><creatorcontrib>Carapetis, Jonathan</creatorcontrib><creatorcontrib>Boulton, John</creatorcontrib><creatorcontrib>Wright, Edie</creatorcontrib><creatorcontrib>McRae, Tracy</creatorcontrib><creatorcontrib>Carter, Maureen</creatorcontrib><creatorcontrib>Fitzpatrick, James P</creatorcontrib><title>School-based intervention to address self-regulation and executive functioning in children attending primary schools in remote Australian Aboriginal communities</title><title>PloS one</title><addtitle>PLoS One</addtitle><description>Executive functioning and self-regulation influence a range of outcomes across the life course including physical and mental health, educational success, and employment. Children prenatally exposed to alcohol or early life trauma (ELT) are at higher risk of impairment of these skills and may require intervention to address self-regulation deficits. Researchers partnered with the local Aboriginal health organization and schools to develop and pilot a manualized version of the Alert Program® in the Fitzroy Valley, north Western Australia, a region with documented high rates of fetal alcohol spectrum disorder and ELT. This self-controlled cluster randomized trial evaluated the effect of an 8-week Alert Program® intervention on children's executive functioning and self-regulation skills. Following parent or caregiver consent (referred to hereafter as parent), 271 students were enrolled in the study. This reflects a 75% participation rate and indicates the strong community support that exists for the study. 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One</addtitle><date>2020-06-24</date><risdate>2020</risdate><volume>15</volume><issue>6</issue><spage>e0234895</spage><pages>e0234895-</pages><issn>1932-6203</issn><eissn>1932-6203</eissn><abstract>Executive functioning and self-regulation influence a range of outcomes across the life course including physical and mental health, educational success, and employment. Children prenatally exposed to alcohol or early life trauma (ELT) are at higher risk of impairment of these skills and may require intervention to address self-regulation deficits. Researchers partnered with the local Aboriginal health organization and schools to develop and pilot a manualized version of the Alert Program® in the Fitzroy Valley, north Western Australia, a region with documented high rates of fetal alcohol spectrum disorder and ELT. This self-controlled cluster randomized trial evaluated the effect of an 8-week Alert Program® intervention on children's executive functioning and self-regulation skills. Following parent or caregiver consent (referred to hereafter as parent), 271 students were enrolled in the study. This reflects a 75% participation rate and indicates the strong community support that exists for the study. Teachers from 26 primary school classrooms across eight Fitzroy Valley schools received training to deliver eight, one-hour Alert Program® lessons over eight-weeks to students. Student outcomes were measured by parent and teacher ratings of children's behavioral, emotional, and cognitive regulation. The mean number of lessons attended by children was 4.2. Although no significant improvements to children's executive functioning skills or behavior were detected via the teacher-rated measures as hypothesized, statistically significant improvements were noted on parent-rated measures of executive functioning and behavior. The effectiveness of future self-regulation programs may be enhanced through multimodal delivery through home, school and community based settings to maximize children's exposure to the intervention. Despite mixed findings of effect, this study was an important first step in adapting and evaluating the Alert Program® for use in remote Australian Aboriginal community schools, where access to self-regulation interventions is limited.</abstract><cop>United States</cop><pub>Public Library of Science</pub><pmid>32579567</pmid><doi>10.1371/journal.pone.0234895</doi><tpages>e0234895</tpages><orcidid>https://orcid.org/0000-0002-1202-9172</orcidid><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1932-6203 |
| ispartof | PloS one, 2020-06, Vol.15 (6), p.e0234895 |
| issn | 1932-6203 1932-6203 |
| language | eng |
| recordid | cdi_plos_journals_2417000175 |
| source | Public Library of Science (PLoS) Journals Open Access; MEDLINE; PMC (PubMed Central); DOAJ Directory of Open Access Journals; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; Free Full-Text Journals in Chemistry |
| subjects | Aboriginal Australians Australia Automatic control Automobile engines Behavior Biology and Life Sciences Care and treatment Child Child, Preschool Childhood self control Children Cognition & reasoning Cognitive ability Cognitive disorders Community Community involvement Complications and side effects Earth Sciences Education Elementary school students Emotional behavior Evaluation Executive function Executive function (Psychology) Executive Function - physiology Faculty Families & family life Female Fetal alcohol syndrome Health Services, Indigenous Humans Intervention (Psychology) Learning Male Medical research Medicine Mental health Methods Native peoples Parents Pediatric research People and Places Pregnancy Prevention Psychological aspects Research and Analysis Methods Researchers Risk factors School Health Services Schools Self regulation Self-Control Skills Social Sciences Statistical analysis Students Surveys and Questionnaires Teachers Trauma |
| title | School-based intervention to address self-regulation and executive functioning in children attending primary schools in remote Australian Aboriginal communities |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-14T06%3A25%3A02IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-gale_plos_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=School-based%20intervention%20to%20address%20self-regulation%20and%20executive%20functioning%20in%20children%20attending%20primary%20schools%20in%20remote%20Australian%20Aboriginal%20communities&rft.jtitle=PloS%20one&rft.au=Wagner,%20Bree&rft.date=2020-06-24&rft.volume=15&rft.issue=6&rft.spage=e0234895&rft.pages=e0234895-&rft.issn=1932-6203&rft.eissn=1932-6203&rft_id=info:doi/10.1371/journal.pone.0234895&rft_dat=%3Cgale_plos_%3EA627563316%3C/gale_plos_%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2417000175&rft_id=info:pmid/32579567&rft_galeid=A627563316&rft_doaj_id=oai_doaj_org_article_5dbec84bda15424dab919d08bf6df095&rfr_iscdi=true |