[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-study-detail:100475535":3},{"organization":4,"armGroups":7,"interventions":20,"overallOfficials":31,"centralContacts":36,"locations":26,"responsibleParty":41,"collaborators":26,"id":44,"slug":45,"hasResults":46,"nctId":47,"briefTitle":48,"officialTitle":49,"acronym":50,"eligibilityCriteria":51,"healthyVolunteers":52,"sex":53,"minAge":54,"maxAge":55,"enrollmentInfo":56,"targetDuration":26,"studyType":59,"phases":60,"briefSummary":62,"conditions":63,"keywords":65,"overallStatus":69,"whyStopped":26,"lastUpdateSubmitDate":70,"lastUpdatePostDateStruct":71,"startDateStruct":74,"completionDateStruct":76,"leadSponsor":78,"locationsCount":26},{"fullName":5,"class":6},"University of Minho","OTHER",[8,14],{"label":9,"type":10,"description":11,"interventionNames":12},"Experimental Condition","EXPERIMENTAL","Participants allocated to the Experimental condition will be following a cognitive training program using a set of game-based activities specifically developed to train executive functions.",[13],"Behavioral: InSchool Training Program",{"label":15,"type":16,"description":17,"interventionNames":18},"Control Condition","ACTIVE_COMPARATOR","Participants allocated to the Control condition will be following the same sessions of the training program (similar to the Experimental group) while playing with a set of commonly used games within the school context (e.g. puzzles).",[19],"Behavioral: Regular school activities",[21,27],{"type":22,"name":23,"description":24,"armGroupLabels":25,"otherNames":26},"BEHAVIORAL","InSchool Training Program","The goal of the intervention is to promote and boost the development of executive functions in preschool and elementary school-aged children by means of engagement in meaningful and challenging activities. The method to achieve this consists on weekly intervention sessions run by teachers with a set of games specially developed to train executive functions.",[9],null,{"type":22,"name":28,"description":29,"armGroupLabels":30,"otherNames":26},"Regular school activities","Children in the control group will be playing with the regular school activities.",[15],[32],{"name":33,"affiliation":34,"role":35},"Sónia Sousa, PhD","School of Psychology, University of Minho","PRINCIPAL_INVESTIGATOR",[37],{"name":33,"role":38,"phone":39,"phoneExt":26,"email":40},"CONTACT","+351917824280","soniamachado@psi.uminho.pt",{"type":35,"investigatorFullName":42,"investigatorTitle":43,"investigatorAffiliation":5,"oldNameTitle":26,"oldOrganization":26},"Sonia Sousa","Principal Investigator","100475535","promoting-inclusive-education-through-executive-functions-100475535",false,"NCT05472194","Promoting Inclusive Education Through Executive Functions","Promoting Inclusive Education Through Executive Functions - Study Protocol of a Randomized Control Trial","EduFun","Inclusion Criteria:\n\n* Typically developed children of 5, 6, and 7 years old attending the regular curriculum at public educational services -kindergarten and elementary school.\n\nExclusion Criteria:\n\n* Presence or history of cognitive deficits, neurological or psychiatric condition.",true,"ALL","5 Years","7 Years",{"count":57,"type":58},470,"ESTIMATED","INTERVENTIONAL",[61],"NA","Background: Recently governments worldwide have been doing enormous efforts to ensuring egalitarian educational opportunities for all children. However, the number of children that remain out of the school or lack proficiency in academic performance is still very worrying. One of the factors that seems to contribute to such inequalities is socioeconomic status (SES). SES strongly impacts the developmental trajectory of both the brain and cognitive abilities as off early childhood, further affecting learning and academic success.\n\nDespite the great interest in building inclusive societies and the promising results of executive functions' training programs for leveling the SES-achievement disparities, only a few studies have actually included schools from low-SES settings and lack a comprehensive, evidence-based background underlying the intervention protocols. Thus, with a preventive emphasis, the current project aims to implementing and evaluating a cost-effective game-based training protocol to promote and boost the development of executive functions in preschool and elementary school-aged children from disadvantaged contexts, ultimately contributing to prevent school dropout and reduce academic inequalities.",[64],"Cognitive Training",[66,67,68],"Inclusive Education","Executive Functions","Cognitive Tools","NOT_YET_RECRUITING","2024-12-04",{"date":72,"type":73},"2024-12-06","ACTUAL",{"date":75,"type":58},"2025-09",{"date":77,"type":58},"2027-12-09",{"name":5,"class":6}]