Research Findings: This study aims to evaluate the efficacy of linguistic training based on the use of the Drežančić method in educational settings. It is hypothesized that the peculiar characteristics of this method could influence language competence and executive function (EF). A pre-posttest treatment design with a control group was employed to evaluate the efficacy of the method for linguistic and EF skills with two groups and two time points (pre-intervention baseline and post-training after six months). Forty-one children (ranging in age from 26 to 31 months) were recruited to participate in the study and were assigned to two groups: an experimental group that received training and a control group that participated in normal day-care center’s activities. The participants were selected based on cutoff scores for linguistic skills (a vocabulary size score lower than the 50th percentile on the Italian version of the CDI). The results reveal an effect of the training. The experimental group produced a greater variety of words and more complete sentences, and the linguistic training appeared to positively affect EF processes. Practice or Policy: The results also highlight the efficacy of this training for typical development populations. The opportunity to register significant differences following a limited intervention that is applicable to educational contexts offers cues for spreading. Furthermore, the confirmation of a rich interaction between language and EF even at such early ages provides important implications for clinical work.

Promoting Language and Executive Functions in Educational Settings: The Drežančić Method

COZZANI, FRANCESCA;ZANOBINI, MIRELLA;USAI, MARIA CARMEN
2016

Abstract

Research Findings: This study aims to evaluate the efficacy of linguistic training based on the use of the Drežančić method in educational settings. It is hypothesized that the peculiar characteristics of this method could influence language competence and executive function (EF). A pre-posttest treatment design with a control group was employed to evaluate the efficacy of the method for linguistic and EF skills with two groups and two time points (pre-intervention baseline and post-training after six months). Forty-one children (ranging in age from 26 to 31 months) were recruited to participate in the study and were assigned to two groups: an experimental group that received training and a control group that participated in normal day-care center’s activities. The participants were selected based on cutoff scores for linguistic skills (a vocabulary size score lower than the 50th percentile on the Italian version of the CDI). The results reveal an effect of the training. The experimental group produced a greater variety of words and more complete sentences, and the linguistic training appeared to positively affect EF processes. Practice or Policy: The results also highlight the efficacy of this training for typical development populations. The opportunity to register significant differences following a limited intervention that is applicable to educational contexts offers cues for spreading. Furthermore, the confirmation of a rich interaction between language and EF even at such early ages provides important implications for clinical work.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11567/839947
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