This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Lamminmäki, T. Articles by Lyytinen, H. Search for Related Content PubMed PubMed Citation Articles by Lamminmäki, T. Articles by Lyytinen, H. Pubmed/NCBI databases Medline Plus Health Information Learning Disorders Social Bookmarking                         What's this?

Comparing Efficacies of Neurocognitive Treatment and Homework Assistance Programs for Children with Learning Difficulties

Tuija Lamminmäki, PhL, is a clinical neuro-psychologist and researcher at the Niilo Mäki Institute, University of Jyväskylä. Dr. Lamminmäki's research interests lie in the area of developmental disorders and learning disabilities. Address Tuija Lamminmäki, Niilo Mäki Institute, Department of Psychology, University of Iyväskylä, PO Box 35, Fin-40351 Jyväskylä, Finland. e-mail: TLAMMINM@NMI.JYU.FI

Timo Ahonen

Timo Ahonen, PhD, is a senior researcher and clinical director of the Niilo Mäki Institute as well as a clinical neuropsychologist.

Helena Todd de Barra

Helena Todd de Barra, is the author of the treatment method as well as director at Corporación para el Desarollo del Apredizaje in Santiago de Chile.

Asko Tolvanen

Asko Tolvanen, MSc, works as a statistician in the Department of Psychology, University of Jyväskylä.

Katarina Michelsson

Katarina Michelsson, MD, is a pediatrician working as an assistant administrative chief at Children's Hospital, University of Helsinki.

Heikki Lyytinen

Heikki Lyytinen, PhD, is a professor of psychology at the University of Jyväskylä as well as a director of Niilo Mäki Institute.

The purpose of the study was to analyze the relative efficacies of two treatments for children with learning difficulties. The first treatment consisted of multiple training components targeting specific cognitive and behavioral factors; the second treatment provided emotional support and supervision of school tasks. The participants were 94 Chilean schoolchildren (6 to 11 years of age). The efficacies were compared on (a) neurocognitive tests, (b) school achievement tests, and (c) behavior in school and at home. The results indicated that both groups improved on most of the outcome measures. The first group showed best results in parents' rating of home behavior, and the second group in reading. The findings also emphasized the importance of emotional support and the inclusion of a parents' group in treatment for children with learning difficulties.

Journal of Learning Disabilities, Vol. 30, No. 3, 333-345 (1997)
DOI: 10.1177/002221949703000308


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				T. Lamminmaki, T. Ahonen, H. T. de Barra, A. Tolvanen, K. Michelsson, and H. Lyytinen Two-Year Group Treatment for Children with Learning Difficulties: Assessing Effects of Treatment Duration and Pretreatment Characteristics J Learn Disabil, July 1, 1997; 30(4): 354 - 364. [Abstract] [PDF]