PhD Thesis
Iouliani Pachiti
University of Crete, 2024 Jul
University of Crete, 2024 Jul
DOI:
https://www.didaktorika.gr/eadd/handle/10442/57038
https://www.didaktorika.gr/eadd/handle/10442/...
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APA
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Pachiti, I. (2024, July). The development, implementation, and effectiveness of a multimodal intervention for childhood attention deficits: Integrating iVR based cognitive training to traditional evidence-based intervention approaches. (PhD thesis). University of Crete. https://doi.org/https://www.didaktorika.gr/eadd/handle/10442/57038
Chicago/Turabian
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Pachiti, Iouliani. “The Development, Implementation, and Effectiveness of a Multimodal Intervention for Childhood Attention Deficits: Integrating IVR Based Cognitive Training to Traditional Evidence-Based Intervention Approaches.” PhD thesis, University of Crete, 2024.
MLA
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Pachiti, Iouliani. The Development, Implementation, and Effectiveness of a Multimodal Intervention for Childhood Attention Deficits: Integrating IVR Based Cognitive Training to Traditional Evidence-Based Intervention Approaches. University of Crete, July 2024, doi:https://www.didaktorika.gr/eadd/handle/10442/57038.
BibTeX Click to copy
@phdthesis{iouliani2024a,
title = {The development, implementation, and effectiveness of a multimodal intervention for childhood attention deficits: Integrating iVR based cognitive training to traditional evidence-based intervention approaches.},
year = {2024},
month = jul,
school = {University of Crete},
doi = {https://www.didaktorika.gr/eadd/handle/10442/57038},
author = {Pachiti, Iouliani},
month_numeric = {7}
}
Abstract
Attention deficits often observed among school-aged children, which frequently coincide with impulsivity/hyperactivity, are widely known to affect various aspects of their lives. Additionally, parents of children with attention deficits report increased levels of parenting stress and diminished parental sense of competence. They also tend to adopt more authoritarian and/or permissive parenting practices. While pharmacotherapy and psychosocial interventions are evidence-based and have been shown to be effective in managing several difficulties presented by children and parents, there remains a need to develop innovative interventions that can produce short-term and long-term benefits. Therefore, developing multi-level intervention programs that address the needs of both children and their parents is considered particularly important.
The goal of the current research, comprising two studies, was to create and evaluate the effectiveness of a multi-level intervention program for children aged 9-12 with attention deficits and their parents. The “Child ViReal Support Program” integrates a group parent psychoeducation program and an individual child training program. The parent training program aims to educate parents on optimal parenting practices, behavior modification techniques, techniques to enhance children's cognitive skills, and management strategies for the stress that parents themselves experience. The child training program leverages immersive virtual reality (iVR) technology for attention training while combining cognitive-behavioral techniques (CBT) for educating children on emotional and behavioral skills.
The first study, involving five children and their parents, focused on assessing the feasibility and acceptance of the intervention program by participants. Results indicated potential benefits for both parents and children. Additionally, participants reported high satisfaction levels with both programs, praising their effectiveness and children’s acceptance of iVR technology. Suggestions and feedback from participants led to minor modifications in the parent training program and several changes in the child training program before implementing a randomized controlled trial (RCT) study.
The second study was conducted to examine the effectiveness of the intervention program through the application of an RCT with a cross-over design involving 16 families. The intervention was evaluated at four time points using electronic and non-electronic cognitive assessments for children and self-report and other-report questionnaires completed by parents and children. Results from this study showed the effectiveness of the program in reducing parenting stress, increasing parental self-efficacy, and improving parenting practices. Additionally, parents reported reductions in their children's inattention and impulsivity/hyperactivity symptoms. Meanwhile, children showed improvements in executive attention and reductions in omission and commission errors, indicating improvements in attention and inhibitory control. Moreover, children showed enhancements in working memory, processing speed, and programming skills, while they reported reduced behavioral problems. Several of these results remained significant in the follow-up assessment conducted four months after the end of the intervention program.
Attention deficits often observed among school-aged children, which frequently coincide with impulsivity/hyperactivity, are widely known to affect various aspects of their lives. Additionally, parents of children with attention deficits report increased levels of parenting stress and diminished parental sense of competence. They also tend to adopt more authoritarian and/or permissive parenting practices. While pharmacotherapy and psychosocial interventions are evidence-based and have been shown to be effective in managing several difficulties presented by children and parents, there remains a need to develop innovative interventions that can produce short-term and long-term benefits. Therefore, developing multi-level intervention programs that address the needs of both children and their parents is considered particularly important.
The goal of the current research, comprising two studies, was to create and evaluate the effectiveness of a multi-level intervention program for children aged 9-12 with attention deficits and their parents. The “Child ViReal Support Program” integrates a group parent psychoeducation program and an individual child training program. The parent training program aims to educate parents on optimal parenting practices, behavior modification techniques, techniques to enhance children's cognitive skills, and management strategies for the stress that parents themselves experience. The child training program leverages immersive virtual reality (iVR) technology for attention training while combining cognitive-behavioral techniques (CBT) for educating children on emotional and behavioral skills.
The first study, involving five children and their parents, focused on assessing the feasibility and acceptance of the intervention program by participants. Results indicated potential benefits for both parents and children. Additionally, participants reported high satisfaction levels with both programs, praising their effectiveness and children’s acceptance of iVR technology. Suggestions and feedback from participants led to minor modifications in the parent training program and several changes in the child training program before implementing a randomized controlled trial (RCT) study.
The second study was conducted to examine the effectiveness of the intervention program through the application of an RCT with a cross-over design involving 16 families. The intervention was evaluated at four time points using electronic and non-electronic cognitive assessments for children and self-report and other-report questionnaires completed by parents and children. Results from this study showed the effectiveness of the program in reducing parenting stress, increasing parental self-efficacy, and improving parenting practices. Additionally, parents reported reductions in their children's inattention and impulsivity/hyperactivity symptoms. Meanwhile, children showed improvements in executive attention and reductions in omission and commission errors, indicating improvements in attention and inhibitory control. Moreover, children showed enhancements in working memory, processing speed, and programming skills, while they reported reduced behavioral problems. Several of these results remained significant in the follow-up assessment conducted four months after the end of the intervention program.
