Intervention Programs For Children Research Articles

Building and testing of a robotic intervention framework to enhancing the social engagement of children with autism spectrum disorder

Purpose Humanoid robot intervention programmes for children with autism spectrum disorder (ASD) are being developed rapidly. This study aimed to develop and test a robotic intervention framework for children with ASD to ensure best practice. Methods In Phase I of this study, an initial framework was built based on a scoping review. This review aimed to identify the core elements conducive to effective robotic intervention programmes for children with ASD. In Phase II, the content of the initial framework was verified using a case study approach in a real-life setting. Results The robotic intervention framework, which comprised three domains, was built and tested. The three domains were robot-, child-, and programme-related factors. Elements within each domain were identified and verified in real-life contexts. Conclusions The proposed framework will enhance evidence-based practice in robotic intervention programmes. However, further clinical testing is warranted to enhance the efficacy and validity of this framework. A good programme design incorporating all essential elements for effective intervention will ensure the success of the training programme for children with ASD.

Designing a resilience-based intervention program for children with cancer and their families: a study protocol.

Advances in pediatric oncology have significantly increased survival rates, yet have introduced challenges in managing long-term treatment side effects. This study process introduces an interdisciplinary clinical intervention program rooted in the family resilience framework, aimed at improving well-being across the cancer trajectory for children and their families, especially those in Canadian communities far from specialized oncology centers with limited access to resources. Employing an intervention mapping approach, this program collaboratively involves patients, families, professionals, and researchers. It aims to identify vulnerability factors, establish a logic model of change, and devise comprehensive strategies that include professional interventions alongside self-management tools. These strategies, tailored to address biopsychosocial and spiritual challenges, are adapted to the unique contexts of communities distant from specialized cancer treatment centers. A mixed-methods approach will evaluate program effectiveness. Anticipated outcomes include the empowerment of families with self-management tools and professional support, designed to mitigate biopsychosocial and spiritual complications. By addressing the specific needs and limitations of these communities, the program strives to improve the overall health and well-being of both undergoing treatment and survivorship phases. By focusing on comprehensive care that includes both professional interventions and self-management, this initiative marks a significant shift toward a holistic, family-centered approach in pediatric oncology care for remote communities. It underlines the necessity of accessible interventions that confront immediate and long-term challenges, aiming to elevate the standard of care by emphasizing resilience, professional support, and family empowerment in underserved areas.

A comparison of the physical activity levels of 3-to-6-year-old children with autism spectrum disorder and children with typical development.

Physical activity during early development is closely related to health. Differences in physical activity between young children with autism spectrum disorder and those with typical development are unclear. The purpose of this study was to compare the physical activity levels in children with autism spectrum disorder and typically developing children from the same area, including their sedentary physical activity, light physical activity, moderate-to-vigorous physical activity, and number of days in which the moderate-to-vigorous physical activity guideline recommendation of 60 min per day was met. A total of 77 participants aged 3-6 years were included: 41 children with autism spectrum disorder (mean age = 61.41 ± 10.69 months) and 36 children with typical development (mean age = 60.36 ± 10.16 months). The physical activity of the children was measured using an ActiGraph GT3x accelerometer. There were no significant differences in daily sedentary physical activity (439.70 ± 54.98 vs. 450.42 ± 53.67) or moderate-to-vigorous physical activity (46.62 ± 18.93 vs. 47.47 ± 18.26) between the two groups. The average daily moderate-to-vigorous physical activity of the two groups did not reach 60 min, and they had similar proportions of participants who reached 60 min a given number of times (24.4% vs. 25%). Daily light physical activity was significantly higher in the autism spectrum disorder group (263.96 ± 43.17 vs. 242.32 ± 37.91, p < 0.05). The moderate-to-vigorous physical activity of both groups was similar and lower than the recommended minimum physical activity. Targeted interventions should be considered in early intervention programs for children with autism spectrum disorder to increase their moderate-to-vigorous physical activity.

Eating Behavior, Sleep Disorders and Digital Game Addiction in Children and Determination of Associated Factors by CHAID Analysis

Background: Healthy nutrition and good quality sleep are one of the most important factors for growth and development in a child. Digital game addiction may cause some problematic behaviors and affect children's nutrition and sleep. We aimed to investigate the relationship between digital game addiction, eating behavior, and sleep disorders in children. Methods: The study was conducted with 252 mothers with children between the ages of 4-7 years, selected by convenient sampling methods. The Digital Game Addiction Scale, Children's Eating Behavior Questionnaire and The Sleep Disturbance Scale for Children (SDSC) were used to collect data. The correlation coefficient and the decision tree CHAID algorithm were used in the data analysis. Results: Digital game addiction negatively affects children's eating behavior and sleep patterns. It was found that there was a mostly positive but weakly significant relationship between digital game addiction and children's eating behaviors (P&lt;.01; P&lt;.05) and a highly significant relationship was found between the sleep disorder scale sleep hyperhidrosis sub-dimension (P&lt;.05). While digital game addiction is affected by gender, the mother's education level, and eating behavior are affected by the mother's age, the parent's education level, and the child's gender (P&lt;.05). The child's age is the variable that affects the children's sleep disorder (P&lt;.05). Conclusion: Intervention programs for children and families can be created for the causes of digital game addiction, its effects on child development and the correct use of the digital world.

Functioning and activity outcomes of the Akwenda Intervention Program for children and young adults with cerebral palsy in Uganda: A cluster-randomized trial.

To evaluate the efficacy of the Akwenda Intervention Program on motor, self-care, and social function of children and young people with cerebral palsy (CP). This was a cluster-randomized, controlled, single-blinded, intervention study of 100 participants with CP (2-23 years; 52 males) in rural eastern Uganda. Half were allocated to the intervention program, the remainder served as waitlist controls. Gross Motor Function Measure-66 (GMFM-66) and the Ugandan version of Pediatric Evaluation of Disability Inventory (PEDI-UG) were collected before group allocation and after intervention. General linear models and t-tests were used to compare changes within and between groups. Cohen's d estimated the effect size of group differences. Change scores were evaluated by age and mobility subgroups. Significant group by time interactions were found for GMFM-66 (p =0.003) and PEDI-UG outcomes (p <0.001), except mobility, with the intervention group demonstrating greater changes. Both groups increased their scores on the GMFM-66 and child PEDI-UG, while only the intervention group had significant increases in caregiver assistance scores and across all age and mobility subgroups. Cohen's d showed large effect sizes (d >0.8) of differences for PEDI-UG outcomes except mobility. The Akwenda Intervention Program had a large positive impact on functioning and activity across age and mobility levels.

The Effect of Childhood Maltreatment on Violent Behavior in Adulthood

Childhood is the fastest and most critical developmental period for individuals to develop emotional and cognitive abilities. If children are abused, neglected, or raised in a family with traumatic experiences and dysfunctional dynamics during childhood, it is very likely to have an impact on their future development during adulthood. This review mainly discusses the contribution of childhood maltreatment to adult violent behavior. Previous studies on different aspects in the same direction were analyzed. It was found that with the trajectory, the negative impact of childhood maltreatment will not be reduced. Severity of maltreatment and later violent behavior, gender, experiences of different types of abuse, shame, personality disorder and some protective factors serve as mediators to varying degrees. Among them, psychopathy is a controversial intermediary factor. One study indicated that it could function as an intermediary factor, while another article only found it as a factor leading to violent behavior, and there was no evidence to prove the impact of maltreatment on it. This review can provide some guidance to the design of intervention programs for children in need.

Modification of ABA VB Therapy Methods with Pomodoro to Improve Verbal Communication in Autism Children

Autism is a pervasive developmental disorder in children characterized by disturbances and delays in cognitive, language, behavioral, and social interactions. Verbal Behavior approach is one of the methods of ABA which is used to increase desired behavior and reduce unwanted problems, while pomodoro is a timing technique. This article describes the implementation of an intervention program for children with autism, this program modifies ABA VB therapy and combines it with a timing technique, namely POMODORO. The author implemented the program for 4 meetings. At the first meeting until the fourth meeting there was an increase in the child's verbal ability although it was not so visible. The intervention program developed by the author had good results, because at the first meeting the results were already visible. This intervention should be done repeatedly or routinely so that children get used to it and get maximum results.

A novel dance intervention program for children and adolescents with developmental disabilities: a pilot randomized control trial

BackgroundOrganized physical activity programs have been shown to provide wide benefits to participants, though there are relatively few studies examining the impact of these programs for individuals with developmental disabilities. This pilot study was conducted to determine the feasibility and impact of an undergraduate-led dance intervention program for children and adolescents with developmental disabilities. We evaluated the impact of the dance program on motor ability and social skills.MethodsThe study design was a waitlist control clinical trial in which participants were randomized to active and control groups. Eligible participants included male and female children and adolescents between the ages of 4 and 17 years with neurodevelopmental disabilities. The Motor Assessment Battery for Children Checklist and the Social Responsiveness Scale were used to assess change in motor and social skills, respectively. After gathering baseline data, the active group completed 1 h of online dance classes per week for 10 weeks, while the control group entered a 10-week waiting period. All participants then returned for a follow-up visit. Pre- and post-intervention data were analyzed using linear mixed-effects modeling adjusting for age and class attendance with subject random intercept.ResultsWe recruited and randomized 43 participants with neurodevelopmental disabilities (mean age = 8.63, SD = 2.98), of which 30 participated in dance classes. The attendance rate was 82.6% for the active group and 61.7% for the control group. The active group demonstrated a significant improvement in motor skills in an unpredictable environment, as indicated on the Motor Assessment Battery for Children Checklist (n = 21, p = 0.05). We also observed positive trends in social skills that did not reach significance.ConclusionsOur results indicate that it is feasible to develop and implement a fully digital dance intervention program for individuals with developmental disabilities. Further, we find that change in motor skills can be detected after just 10 h of low-intensity participation. However, a lack of significant change in social skills coupled with limitations in study implementation suggests further research is needed to determine the full impact of this dance program.Trial RegistrationClinicalTrials.gov Protocol Registration System: Protocol ID 20-001680-AM-00005, registered 17/2/2021 – Retrospectively Registered, https://clinicaltrials.gov/study/NCT04762290.

Research on the Promotion Mechanism of Sports Participation in Children and Adolescents Based on Social Cognitive Theory

This study aims to explore the promotion mechanism of children and adolescents' sports participation, based on social cognitive theory. By analyzing the theoretical framework of social cognitive theory, this study aims to gain a deeper understanding of the internal mechanisms of children and adolescents' participation in sports, and provide theoretical support for promoting their physical and mental health development. The study adopted various research methods, including literature review, expert interviews, observation, and teaching experiments, to systematically analyze the elements and promotion mechanisms of children and adolescents' participation in sports. The research results show that social cognitive theory plays a crucial role in interpreting children and adolescents' sports participation behavior, cognitive processes, and emotional experiences. In terms of practice, research has proposed multiple strategies, including innovating the teaching mode of physical education for children and adolescents, integrating sports training camps with social cognitive theory, and designing intervention programs for children and adolescents in sports participation based on social cognitive theory. Future research directions include providing diverse role models, encouraging diverse ways of social participation, and establishing a positive sense of social identity to further promote the practice and development of sports participation among children and adolescents.

Permainan Tradisional terhadap Perkembangan Motorik Kasar Anak pada Disibilitas Tuna Grahita

This research aims to evaluate the positive impact of traditional games on the gross motor development of children with intellectual disabilities through a literature review. The method employed was a literature study, analyzing relevant journals and theoretical references. The research findings indicate that traditional games play a crucial role in enhancing gross motor skills in children with intellectual disabilities, including balance, coordination, body movements, muscle strength, and other gross motor abilities. Traditional games provide varied movement stimuli, involving body coordination, and increasing children's participation in physical activities. Through traditional games, children with intellectual disabilities can improve their gross motor abilities, gain better self-confidence, and enhance social interaction with peers. Therefore, traditional games significantly contribute to the development of gross motor skills in children with intellectual disabilities. It is important to pay attention to and implement traditional games in the education and rehabilitation of children with intellectual disabilities. The implementation of traditional games can help improve the quality of life for these children by enhancing their gross motor skills and facilitating participation in physical activities. Thus, traditional games have the potential to be a valuable component in intervention programs for children with intellectual disabilities. Keywords: Intellectual Disabilities, Gross Motor Development, Literature Review, Traditional Games.

The development of social competence in students with General Learning Difficulties in early primary grades: The necessity of psychological support programmes in schools

AbstractStudents with General Learning Difficulties present low levels of social competence. In order to increase them, students participate in school psychological support programmes. There are no research data available in Greece regarding social competence in students with General Learning Difficulties in the first grades of elementary school. The purpose of this research was to evaluate the efficiency of an intervention programme, which focused on strengthening their social competence, in the first grades of primary school. The levels of social competence of the students were evaluated before and after the implementation of an 8‐month social empowerment programme, following a mixed‐methods approach with the use of semi‐structured interviews and observation in the school context. The participants were 21 students with General Learning Difficulties, 18 education professionals, whose classes the 21 students attended, together with the 21 parents of these students (one parent per student). The results showed that the social competence of the participants was low before and that it increased after their participation in the intervention programme. In addition, girls had higher social competence than boys both before and after their participation in the intervention programme. These results highlight the benefits of classroom intervention programmes for children with General Learning Difficulties.

A Multisource Process Evaluation of a Community-Based Healthy Lifestyle Programme for Child and Adolescent Obesity.

Whānau Pakari is a healthy lifestyle assessment and intervention programme for children and adolescents with obesity in Taranaki (Aotearoa/New Zealand), which, in this region, replaced the nationally funded Green Prescription Active Families (GRxAF) programme. We compared national referral rates from the GRxAF programme (age 5-15 years) and the B4 School Check (B4SC, a national preschool health and development assessment) with referral rates in Taranaki from Whānau Pakari. We retrospectively analysed 5 years of clinical data (2010-2015), comparing referral rates before, during, and after the Whānau Pakari clinical trial, which was embedded within the programme. We also surveyed programme referrers and stakeholders about their experiences of Whānau Pakari, analysing their responses using a multiple-methods framework. After the Whānau Pakari trial commenced, Taranaki GRxAF referral rates increased markedly (2.3 pretrial to 7.2 per 1000 person-years), while NZ rates were largely unchanged (1.8-1.9 per 1000 person-years) (p < 0.0001 for differences during the trial). Post-trial, Taranaki GRxAF referral rates remained higher irrespective of ethnicity, being 1.8 to 3.2 times the national rates (p < 0.001). Taranaki B4SC referrals for obesity were nearly complete at 99% in the last trial year and 100% post-trial, compared with national rates threefold lower (31% and 32%, respectively; p < 0.0001), with Taranaki referral rates for extreme obesity sustained at 80% and exceeding national rates for both periods (58% and 62%, respectively; p < 0.01). Notably, a referral was 50% more likely for referrers who attended a Whānau Pakari training half-day (RR = 1.51; p = 0.009). Stakeholders credited the success of Whānau Pakari to its multidisciplinary team, family-centred approach, and home-based assessments. However, they highlighted challenges such as navigating multidisciplinary collaboration, engaging with families with complex needs, and shifting conventional healthcare practices. Given its favourable referral trends and stakeholder endorsement, Whānau Pakari appears to be a viable contemporary model for an accessible and culturally appropriate intervention on a national and potentially international scale.

The effectiveness of a reading and cognitive task-based Web delivered intervention program for children with reading difficulties

The present study aimed to investigate the improvement of reading ability and cognitive performance of children with reading difficulties through a Web application named “Poke the Reading Ability” (PtRA). PtRA is designed to assist the intervention of reading difficulties in Greek, a language that is more transparent than English. Sixty (60) children between nine (9) to twelve (12) years old (mean age 10.18 years). The baseline assessment consisted of two batteries of reading and cognitive abilities tests. Test-A, a Greek standardized psychometric tool and Askisi, a newly developed neuropsychological battery of tests are adopted to assess reading and cognitive performance. Both tools, were used in order to screen children’s reading and cognitive performance before and after implementing the PtRA. The PtRA Web intervention consists of (a) tasks that focus on improving visual and auditory working memory, (b) tasks that improve phonological awareness and decoding, (c) tasks that are adopted to strengthen visual discrimination ability and (d) tasks that improve reading comprehension ability. Following the Web delivered intervention program the results revealed that the reading and cognitive abilities of children with reading difficulties were statistically significant improved in all 9 reading and all 3 cognitive abilities tasks.

Effectiveness of Robotic Intervention on Improving Social Development and Participation of Children with Autism Spectrum Disorder - A Randomised Controlled Trial.

Evidence-based robotic intervention programmes for children with autism spectrum disorder (ASD) have been limited. As yet, there is insufficient evidence to inform therapists, teachers, and service providers on effectiveness of robotic intervention to enhance social development and participation of children with ASD in a real context. This study used a randomised controlled trial to test the efficacy of robotic intervention programmes in enhancing the social development and participation of children with ASD. 60 children with ASD were included. The participants were randomly assigned to the following groups: (1) robotic intervention programme (n = 20), (2) human-instructed programme (n = 20), and (3) control group (n = 20). Both the performance-based behavioural change in social communication and parent-reported change in social responsiveness were evaluated. The participants in the robotic intervention group demonstrated statistically significant changes in both the performance-based assessment and parent-reported change in social participation. Significant differences were found in the communication and reciprocal social interactions scores between the experimental group and the control and comparison groups in the performance-based assessment (p < 0.01). The effectiveness of robotic intervention programme to enhance the social communication and participation was confirmed. Future studies may also consider adding a maintenance phase to document how the effects of the intervention carry over to the participants over a longer period. (Clinical trial number: NCT04879303; Date of registration: 10 May 2021).

Effectiveness of an Eight-Week Fundamental Skills Intervention Programme on the Motor Skills of Children with Visual Impairment, Nairobi City County, Kenya

Physical activity has been included in early intervention programmes involving fundamental motor skills among children with differing disabilities. Though research has documented improved motor skills performance generally, few have focused on intervention programmes as a means towards improving motor skill performance in children with visual impairment (VI). This study aimed to determine the effectiveness of an eight-week fundamental motor skills intervention programme on motor skills of children with visual impairment in Nairobi City County, Kenya. The study targeted children with VI aged between six to eleven years. Out of the two public integrated primary school with special unit for VI, the school with the highest number of children with VI was purposively selected. Twelve out of the 20 targeted children with VI in grade one and two met the inclusion criteria. Ethical clearance and consent were acquired before the study. One group pre and post-test quasi experimental design was used. The study utilised Test of Gross Motor development which include two subsets: locomotor and object manipulation skills. The motor skills were assessed before and after the intervention programme. The results showed significant improvement of both the locomotor and object control skills. The study therefore recommends implementation of motor skill intervention programmes for children with VI at an early age

Virtual Reality and Active Video Game Integration within an Intensive Bimanual Therapy Program for Children with Hemiplegia

Aims To describe the nature of custom and non-custom virtual reality and active video game (VR/AVG) implementation within a Hand-Arm Bimanual Intensive Therapy Including Lower Extremities (HABIT-ILE) intervention program for children with hemiplegia. Methods Six children aged 8-11 years participated in a 10-day HABIT-ILE intervention (65 h; 6.5 planned VR/AVG hours). VR/AVG implementation details were recorded daily and summarized with descriptive statistics; active motor engagement was quantified as minutes of active game participation. Post-intervention interviews with interventionists were analyzed with qualitative content analysis. Results On average, participants received 79% of the planned VR/AVG dosage (314/400 planned minutes, range 214–400 min), of which the per-session active motor engagement average was 68% (27 min, SD 12 min). Participation involved equivalent amounts of custom (49%) and non-custom (51%) VR/AVG system use. Material and verbal adaptations facilitated alignment with HABIT-ILE principles. Interventionists identified type of task (gross versus fine motor), children’s perceived motivation, and VR/AVG attributes as factors influencing active motor engagement and alignment with HABIT-ILE principles. Conclusions Describing individual and technological challenges of VR/AVG integration within HABIT-ILE can advance knowledge about VR/AVG use in intensive interventions and identify directions for subsequent research.

PIPA MOTEUR : Programme d’Intervention Précoce Accompagné Moteur pour les enfants à très haut risque de paralysie cérébrale

The Early Medico-Psychological Action Center (CAMSP) in Montpellier has set up PIPA, which is an accompanied precocious intervention program for children presenting vulnerability factors at birth, and their parents. In this program, between three and four months of corrected age, when a newborn is presenting a very high risk of developing a cerebral palsy, an intensification of the neuromotor follow-up is proposed (MOTOR PIPA). This program is based on on international recommendations concerning: the earliest possible diagnosis with evaluations based on current scientific data, active involvement from parents in the child's therapeutic project, enrichment of the child's environment, intensification of neuromotor stimulations. In addition, we use a partnership notebook as well as filmed session videos.

Mental health disorder as a risk factor for domestic violence experienced by school children

PurposeDomestic violence is a universal social concern, and its implication on children’s mental health is a global health predicament. Although the aftereffect of domestic violence on the mental health of women is well researched, mental health disorders of children in terms of attention deficit hyperactivity disorder (ADHD), conduct disorder (CD), oppositional defiant disorder (ODD), general anxiety disorder (GAD), separation anxiety disorder (AD) and mood disorder (MD) on account of domestic violence is rarely investigated. Hence, the purpose of the study is to investigate the impact of exposure to domestic violence on children’s mental health.Design/methodology/approachTo examine the correlation between domestic violence and mental health among children, in a survey of public primary schools in Ekiti State, Nigeria, the authors employed 664 pupils with simple random techniques. The Multidimensional Domestic Violence Scale assessed the participants’ exposure to domestic violence. The Child & Youth Mental Health General Screening Questionnaire was used to examine respondents’ mental health.FindingsThe results revealed a high incidence of domestic violence among children. It also showed a substantial correlation between domestic violence and the mental health of primary school pupils. Children living with domestic violence experience significantly increased rates of ADHD, ODD, AD, GAD and MD as forms of mental health disorders.Research limitations/implicationsGiven the unpleasantness of this social issue affecting the well-being of children globally, it is imperative to engage in intervention and prevention packages that will assist the victims, perpetrators, parents, teachers, schools and other stakeholders. Introducing counselling services into the primary school curriculum will assist victims and those at risk develop self-confidence that will enable them to report their violators. Although counselors do not diagnose, early detection of victims would assist in early intervention where counselors can use different techniques and approaches to help such victims to resolve all forms of cognitive distortions that can lead to mental health disorders. Counselling services can help in providing referral opportunities to victims or “at risk children,” rehabilitation and follow-up services for victims of domestic violence.Practical implicationsGovernment organizations should also reintroduce health-care services where clinical psychologists will be available in primary schools to provide psychological services to meet the needs of the victims.Originality/valueConclusively, the study presents evidence that children who witness domestic violence face a significant risk of developing mental health disorders. The findings highlight the potential harm that domestic violence can inflict on children’s mental well-being. Mental health conditions such as ADHD, CD, ODD, GAD, AD and MD are commonly observed in these children. It recommends establishing early intervention programs for children witnessing domestic violence in schools and communities and programs to detect and address mental health issues promptly.

The experiences of counselors caring for children and adolescents with problematic smartphone use

This study examines field experts’ experiences to ascertain the actual circumstances and strategies to increase the efficacy of intervention programs for children and adolescents with problematic smartphone use. Three focus group interviews were conducted via video conferencing. The data were grouped into three major themes: (1) the screening and inflow phase, which included the inaccuracy of the screening tests, barriers in the inflow process, and the importance of school cooperation; (2) the intervention phase, which included the necessity of developing a program tailored to the target audience, the importance of parental participation, and concerns about the vulnerable; and (3) the maintenance phase, which included the lack of a long-term strategy, the need to re-establish the purpose of the counseling/intervention programs, and the need for systematic maintenance of the system. To improve the reliability of the screening test for children and adolescents with problematic smartphone use, it is necessary to improve the measurement tools and environment. To increase parental involvement, education should be provided on perceiving the severity of problematic smartphone use, and program running hours should be varied. The findings offer information necessary for improving counseling and interventions for children and adolescents with problematic smartphone use.

Web-based self-regulation improvement program for children at psychosocial risk: Feasibility and acceptability assessment

IntroductionWeb-based programs can be an important tool in psychological treatment of various disorders in children and adolescents. However, certain factors restrict application of these treatments, such as the fact they are scarce in the Spanish language and limited when focused on a population at psychosocial risk who, for various reasons, cannot attend regular treatment. AimTo develop and implement a program for the Improvement of Emotional Self-Regulation in Minors (MAM@) at psychosocial risk. MethodsThe size of the target population was n = 42 participants from three groups, one of children exposed to intimate partner violence, abused children in care, and a clinical population of hospital interconsultation. The study was an uncontrolled exploratory trial in which barriers to use, general assessment, usefulness, usability and perceived enjoyment were analysed for each intervention program module. ResultsThe highest rated module in general terms was anger with the sadness module considered most useful and enjoyed. Several barriers to use were found in application of the program. DiscussionResults provide important information on the effects of the application of the MAM@ program for children at psychosocial risk, and suggest that tasks should be implemented outside the intervention program for children to consolidate knowledge gained. Trial registrationUniversity of Murcia Ethic Committee (3663/2021); Research Ethics Committee (CEI) Hospital Virgen de la Arrixaca 2022–10–1-HCUVA. October 6, 2022.