Abstract
Neuropsychological rehabilitation and self-regulated learning models are commonly used in intervention programs for students with learning disorders. However, systematic programs with this same objective are scant. Here we describe the development and evaluation of a neuropsychological rehabilitation program for the executive functions of students with dyslexia. The program is separated in stages comprising: theoretical basis foundation, definition of session structures and development of support material, evaluation by three expert judges, revision, and elaboration of the final version. The final program consists of thirty sessions divided into four modules, including (1) psychoeducation; (2) orientation for parents and teachers; (3) executive functions applied to study competencies; and (4) executive functions applied to reading comprehension. Judges evaluated 53 items associated with theoretical basis, clinical principles, support material and modules. The items were distributed on the Likert scale as inadequate (0), partially adequate (1), and adequate (2). Five items had an agreement index of 67%, the rest had 100%. The Kappa coefficients were “excellent” (theoretical basis, clinical principles and orientation module) or “satisfactory” (support materials, psycho-education modules, competencies and reading). Suggestions from the judges were incorporated into the program’s final version. A discussion of our results sheds light on the possible implications of the program for the stimulation of executive functioning in developmental dyslexia.
Highlights
Developmental dyslexia (DD) is a specific learning disability characterized by difficulties in decoding words and comprehending written language, resulting from phonological deficits (Lyon, Shaywitz, & Shaywitz, 2003)
The program is separated in stages comprising: theoretical basis foundation, definition of session structures and development of support material, evaluation by three expert judges, revision, and elaboration of the final version
The results showed that the TWA technique was more effective to promote statistically significant improvements in five oral measures related to reading comprehension: identifying the main idea, summary, oral retell quality, oral retell information units, oral retell main ideas
Summary
Developmental dyslexia (DD) is a specific learning disability characterized by difficulties in decoding words and comprehending written language, resulting from phonological deficits (Lyon, Shaywitz, & Shaywitz, 2003) Cognitive domains, such as executive functions (EF), may affect abilities that usually show deficit in DD (Sesma et al, 2009). The EF participate in every phase of a task until its completion: defining goals, planning stages, prioritizing, organizing, selecting strategies, monitoring one’s own performance, recognizing mistakes, having cognitive flexibility to change courses of action, controlling attention and interferences, and evaluating one’s own performance (Meltzer, 2007; Meltzer & Krishnan, 2007; Kaufman, 2010; Bombín-Gonzalez et al, 2014). Despite a body of evidence relying on evaluations, few researchers have applied intervention strategies on this population in which the focus was on EF in the clinical and/or educational contexts
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