研究文章
影响认知干预的方法改善执行功能和自主学习在学龄儿童注意缺陷多动障碍:一个单一学科的设计研究
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- - - - - -分数(%) |
| 规模/索引 |
参与者1 |
参与者2 |
参与者3 |
| 干预前 |
干预后 |
后续 |
干预前 |
干预后 |
后续 |
干预前 |
干预后 |
后续 |
|
| 抑制 |
69 (96) |
62 (91) |
66 (94) |
78 (98) |
69 (96) |
62 (91) |
78 (98) |
69 (96) |
66 (94) |
| 转变 |
81 (99) |
67 (96) |
67 (96) |
71 (97) |
60 (85) |
57 (79) |
81 (99) |
84 (99) |
77 (99) |
| 情绪控制 |
76 (98) |
76 (98) |
62 (90) |
71 (98) |
67 (92) |
56 (73) |
78 (99) |
71 (98) |
73 (98) |
|
| 行为监管指标 |
78 (98) |
71 (96) |
67 (95) |
77 (98) |
68 (95) |
60 (84) |
83 (99) |
77 (98) |
75 (97) |
|
| 启动 |
66 (93) |
72 (98) |
69 (98) |
68 (98) |
63 (88) |
47 (49) |
72 (98) |
56 (79) |
56 (79) |
| 工作记忆 |
76 (98) |
72 (97) |
74 (98) |
67 (95) |
60 (85) |
58 (81) |
69 (96) |
56 (77) |
58 (81) |
| 计划/组织 |
73 (98) |
69 (94) |
71 (97) |
67 (93) |
63 (90) |
54 (70) |
67 (93) |
52 (66) |
52 (66) |
| 组织的材料 |
55 (74) |
45 (35) |
52 (63) |
55 (74) |
58 (78) |
45 (35) |
58 (78) |
49 (45) |
39 (18) |
| 监控 |
75 (99) |
69 (98) |
62 (91) |
72 (98) |
69 (98) |
56 (79) |
78 (99) |
72 (98) |
72 (98) |
|
| 元认知指数 |
74 (98) |
69 (96) |
77 (99) |
69 (96) |
65 (91) |
53 (64) |
73 (98) |
58 (77) |
57 (73) |
|
| 通用电气 |
77 (98) |
72 (97) |
74 (97) |
74 (97) |
67 (94) |
56 (77) |
79 (98) |
67 (94) |
65 (92) |
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值给出分数(%);通用电气:全球高管复合。
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