Blouchou, P. orcid.org/0000-0003-0715-6457 and Nicolson, R.I. (2020) “Cerebellar challenge” for adolescents at risk of school failure : evaluation of a school-based “whole person” intervention. Frontiers in Education, 5. 88.
Abstract
Forty adolescents at risk of school failure, including 18 with a diagnosis of dyslexia, were assessed on measures of physical, cognitive and affective well-being. Overall both groups of participants showed marked signs of anxiety together with at risk performance on a range of cognitive and physical measures, with the dyslexic participants significantly more adversely affected on almost all measures. Half of the participants then undertook an 8 weeks internet-based “cerebellar challenge” programme within their school environment, with the remainder having equivalent time in the existing “School Support as Usual” (SSAU) activities. Compared with their initial performance, and with the SSAU group, the intervention group showed significant improvement on measures of motor performance, declarative learning, procedural learning, and mental health, both for those with dyslexia and those without. The findings are interpreted in terms of increased self-efficacy and improvements in cerebellar and hippocampal function. Given its scaleability, the intervention may prove valuable for many adolescents at risk of school failure.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2020 The Authors. 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 (http://creativecommons.org/licenses/by/4.0/). |
Keywords: | declarative memory; cerebellum; hippocampus; dyslexia; special educational needs; balance; anxiety; Zing |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Science (Sheffield) > Department of Psychology (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 27 Aug 2020 12:38 |
Last Modified: | 27 Aug 2020 12:38 |
Status: | Published |
Publisher: | Frontiers Media SA |
Refereed: | Yes |
Identification Number: | 10.3389/feduc.2020.00088 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:164851 |