Year: 2020
Type: article
Abstract: This study examined the effects of the Play, Learn, and Enjoy curriculum on on-task behavior among a sample of second-grade students identified as displaying attention regulation difficulties. The Play, Learn, and Enjoy curriculum trains children a broad range of self-regulation skills through game-based activities. The curriculum bridges neurocognitive perspective on self-regulation with the Vygotskian socio-cultural framework. Six children participated in the study. An A-B-A1 concurrent baseline across participants single-case design was utilized. Pre- and post-intervention direct measures of attention and inhibition control were also employed for each participant using selected tests from the NEPSY-II. Results showed declines in off-task behavior for all participants and increases in on-task behavior among students whose participation and attendance during the intervention phase was unimpeded. Improvements in direct measures of selective and sustained attention were apparent for all participants. Inhibition skill improvements varied across participants; however, all participants demonstrated an increase in their ability to engage in self-monitoring, as evidenced by improvements in the ability to self-correct errors.
Author: Virginia Gallup Larsen
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W3084413522