Effects of a school readiness intervention on electrophysiological indices of external response monitoring in children in foster care.
Effects of a school readiness intervention on electrophysiological indices of external response monitoring in children in foster care.
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学校准备干预对寄养儿童外部反应监测的电生理指数的影响。
DOI：
10.1017/s0954579420000164
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发表时间：
2021-08
影响因子：
3.3
通讯作者：
Fisher PA
中科院分区：
文献类型：
--
作者：
Bruce J;Pears KC;McDermott JM;Fox NA;Fisher PA
本研究探讨了入学准备干预对寄养儿童外部反应监测的影响。行为和事件相关电位（ERP）的数据收集在侧翼任务的儿童谁收到的孩子在过渡到学校（KITS）计划（n = 26）和儿童谁收到的服务像往常一样（n = 19）之前和之后的干预。虽然在行为数据上没有显着的组间差异，但两组儿童的ERP数据存在显着差异。具体而言，在对比的孩子谁收到的服务，像往常一样，孩子谁收到的KITS程序显示更大的幅度差异之间的积极和消极的表现反馈随着时间的推移，为N1，这反映了早期的注意力过程，和反馈相关的消极性（FRN），这反映了评价过程。此外，虽然这两个组并没有不同的积极和消极的表现反馈这些ERP组件的干预前的幅度差异，儿童谁收到的KITS程序显示更大的幅度差异比儿童谁收到的服务，如干预后。这些结果表明，KITS计划的反应，外部性能反馈，这可能是有益的过渡到幼儿园的影响。
This study examined the impact of a school readiness intervention on external response monitoring in children in foster care. Behavioral and event-related potential (ERP) data were collected during a flanker task from children who received the Kids In Transition to School (KITS) Program (n = 26) and children who received services as usual (n = 19) before and after the intervention. While there were no significant group differences on the behavioral data, the ERP data for the two groups of children significantly differed. Specifically, in contrast to the children who received services as usual, the children who received the KITS Program displayed greater amplitude differences between positive and negative performance feedback over time for the N1, which reflects early attention processes, and feedback-related negativity (FRN), which reflects evaluation processes. Additionally, although the two groups did not differ on amplitude differences between positive and negative performance feedback for these ERP components before the intervention, the children who received the KITS Program displayed greater amplitude differences than the children who received services as usual after the intervention. These results suggest that the KITS Program had an effect on responsivity to external performance feedback, which may be beneficial during the transition into kindergarten.