Response to Intervention (RTI) Tier 2 Executive Functions Program for 1<sup>st</sup> Grade Level Brazilian Schoolchildren: Pilot Study — Oak Academic Publishing
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Response to Intervention (RTI) Tier 2 Executive Functions Program for 1<sup>st</sup> Grade Level Brazilian Schoolchildren: Pilot Study
Investigation Learning Disabilities Laboratory (LIDA), Department of Speech and Hearing Science, São Paulo State University “Júlio de Mesquita Filho” (UNESP), São Paulo, Brazil
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Investigation Learning Disabilities Laboratory (LIDA), Department of Speech and Hearing Science, São Paulo State University “Júlio de Mesquita Filho” (UNESP), São Paulo, Brazil
1 Investigation Learning Disabilities Laboratory (LIDA), Department of Speech and Hearing Science, São Paulo State University “Júlio de Mesquita Filho” (UNESP), São Paulo, Brazil
2 Investigation Learning Disabilities Laboratory (LIDA), Department of Speech and Hearing Science, São Paulo State University “Júlio de Mesquita Filho” (UNESP), São Paulo, Brazil
This study was developed in two phases, Phase 1 being the elaboration of the Response to Intervention Model (RTI) Tier 2 executive functions program for Brazilian schoolchildren and Phase 2 the analysis the significance clinical of RTI Tier 2 executive functions program for Brazilian schoolchildren at 1st grade level of Elementary School I in a pilot study. The study aimed to develop and analyze the clinical significance of a n RTI Tier 2 executive functions program for 1 st grade level Brazilian schoolchildren in a pilot study. The RTI Tier 2 executive functions program for schoolchildren in the 1st grade level of Elementary School was designed based on the theoretical model, considering the three main components of executive functions: inhibition, working memory and switching. The analysis of the clinical significance of the performance of schoolchildren in the 1st year of Elementary School I in the program developed in phase 1 of the study was carried out in a pilot study with eight students who submitted the application of the Attention Test for Cancellation (TAC); Five Digits Test—FDT; Wechsler Children’s Intelligence Scale Digits Subtest, Trail Making Test (TT)—Parts A and B; and the Protocol for Early Identification of Reading Problems—IPPL in a situation of pre- and post-application of the program. Results: The results of this study were analyzed using the JT Method for single-case analysis and showed that there was a reliable improvement in the components of executive functions inhibition, working memory and switching for some schoolchildren in this study. In tasks of rhyme identification, production from the phoneme, phonological working memory, the results also showed that there was a reliable improvement, although the program did not focus on its development. The program developed in this study proved to be applicable and can be used as an intervention instrument based on scientific evidence that helps the development of executive functions and learning in RTI tier 2.
KeywordsExecutive FunctionsResponse to InterventionReadingLearning
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