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Two-Year Group Treatment for Children with Learning Difficulties

Assessing Effects of Treatment Duration and Pretreatment Characteristics

Tuija Lamminmäki, PhL, is a clinical neuropsychologist and researcher at the Niilo Mäki Institute, University of Jyväskylä, which conducts research in the area of developmental disorders and learning disabilities. Address: Tuija Lamminmäki, Niilo Mäki Institute, Department of Psychology, University of Jyväskylä, 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.

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 and assistant administrative chief of Children's Hospital, University of Helsinki.

Heikki Lyytinen

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

The results of a 2-year treatment study of children with learning problems are reported. During the first treatment year, half of the children participated in a multifaceted neurocognitive treatment and the other half in a treatment that provided supervision of school tasks and peer group support. During the second treatment year, all children participated in the neurocognitive treatment. The participants were 74 Chilean children 6 to 11 years old. The issues under investigation were the effect of treatment duration, and the relationship between pretreatment neurocognitive and behavioral characteristics and academic treatment outcome. The results indicated that significant gains occurred during both the first and the second treatment year. No major differences were found between the treatment groups. Pretreatment negative behavioral traits were associated with lesser academic growth in the group participating in the homework supervision treatment but not in the neurocognitive treatment group.

Journal of Learning Disabilities, Vol. 30, No. 4, 354-364 (1997)
DOI: 10.1177/002221949703000401


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