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dc.contributor.authorAndersen, Per Normann
dc.contributor.authorKlausen, Marita Eggen
dc.contributor.authorSkogli, Erik Winther
dc.identifier.citationAndersen PN, Klausen ME and Skogli EW (2019) Art of Learning – An Art-Based Intervention Aimed at Improving Children’s Executive Functions. Front. Psychol. 10:1769. doi: 10.3389/fpsyg.2019.01769nb_NO
dc.description.abstractExecutive functions (EFs) can be conceptualized as a mean of behavioral self-regulation, and difficulties with EFs may adversely affect school success, social function, and cognitive and psychological development. Research about EFs and how they are affected by various educational and psychosocial factors is sparse. EFs are of great importance to understand how children can handle the challenges that they meet at various stages of development. There has been an increased focus on programs aimed at improving EFs, either as a primary outcome, or as a supplemental result of a specific activity. In this randomized controlled study, 66 children (31 girls, mean age 7:1 years) were given an arts and culture rich intervention (Art of Learning) aimed at improving EFs. EFs were assessed with the Behavior Rating Inventory of Executive Functioning-teacher version (BRIEF-teacher form) before, immediately after, and 6 months after intervention. Outcome in the intervention group was compared to children from two schools serving as controls (n = 37, 18 girls, mean age 7:3 years). In addition, teachers from intervention schools were also interviewed both individually and in focus groups. The results reveal that both groups improved their EFs, as measured with BRIEF, over time on the global executive composite (GEC) score, the metacognition index, and on behavioral regulation index (BRI). However, the intervention group displayed a significantly greater improvement than the control group on GEC and BRI. The teacher interviews reveal positive effects for the children when it comes to several aspects: collaboration, conflict management, inclusion, vocabulary, and confidence. These factors are regarded as important for EFs development and academic outcome. The results support the notion of best training transfer effects for tasks addressing global executive functioning and specifically behavioral regulation skills (BRI).nb_NO
dc.description.sponsorshipThe intervention was funded by Kulturtanken – Arts for Young Audiences in Norway and Oppland County Municipality.nb_NO
dc.rightsNavngivelse 4.0 Internasjonal*
dc.subjectArt of Learning; BRIEF; behavioral self-regulation; executive function; executive function training; metacognitionnb_NO
dc.titleArt of Learning – An Art-Based Intervention Aimed at Improving Children’s Executive Functionsnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.rights.holder© 2019 Andersen, Klausen and Skogli. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.nb_NO
dc.source.journalFrontiers in Psychologynb_NO
cristin.unitnameBUP (Barne- og ungomspsykiatri)

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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal