![]() ![]() ![]() That is, the body receives and processes sensory information to modulate arousal, emotion, and attention, which impacts executive functioning. Secondly, bottom-up self-regulatory processes enable top-down executive functioning. Firstly, the executive functions underlie self-regulation, meaning an individual employs top-down cognitive processes to gain control over their emotions, behaviors, and thoughts. Although research to define the exact association between executive functioning and self-regulation continues, a bidirectional relationship is thought to exist. Self-regulation is a related concept, referring to the volitional ability of a person to modify or maintain arousal states, emotions, thoughts, or behaviors appropriate to a situation. Working together, these cognitive processes support individuals to purposely solve problems and function adaptively throughout life. Additional higher-order executive functions are thought to include planning and reasoning. These top-down (deliberate) cognitive functions are commonly believed to include inhibition, working memory, and cognitive flexibility. The ability to regulate emotion, behaviour, and thought relies on a set of integrated brain processes known as the executive functions. Despite mixed findings of effect, this study was an important first step in adapting and evaluating the Alert Program® for use in remote Australian Aboriginal community schools, where access to self-regulation interventions is limited. The effectiveness of future self-regulation programs may be enhanced through multimodal delivery through home, school and community based settings to maximize children’s exposure to the intervention. Although no significant improvements to children’s executive functioning skills or behavior were detected via the teacher-rated measures as hypothesized, statistically significant improvements were noted on parent-rated measures of executive functioning and behavior. The mean number of lessons attended by children was 4.2. Student outcomes were measured by parent and teacher ratings of children’s behavioral, emotional, and cognitive regulation. Teachers from 26 primary school classrooms across eight Fitzroy Valley schools received training to deliver eight, one-hour Alert Program® lessons over eight-weeks to students. This reflects a 75% participation rate and indicates the strong community support that exists for the study. Following parent or caregiver consent (referred to hereafter as parent), 271 students were enrolled in the study. This self-controlled cluster randomized trial evaluated the effect of an 8-week Alert Program® intervention on children’s executive functioning and self-regulation skills. Researchers partnered with the local Aboriginal health organization and schools to develop and pilot a manualized version of the Alert Program® in the Fitzroy Valley, north Western Australia, a region with documented high rates of fetal alcohol spectrum disorder and ELT. Children prenatally exposed to alcohol or early life trauma (ELT) are at higher risk of impairment of these skills and may require intervention to address self-regulation deficits. Fitzpatrick, Conceptualization, Funding acquisition, Methodology, Supervision, Writing – review & editing 1Įxecutive functioning and self-regulation influence a range of outcomes across the life course including physical and mental health, educational success, and employment. Mazzucchelli, Conceptualization, Funding acquisition, Methodology, Writing – review & editing, 7, 8 Tracy Jirikowic, Conceptualization, Funding acquisition, Methodology, Writing – review & editing, 9 Rochelle Watkins, Conceptualization, Funding acquisition, Writing – review & editing, 5 Donna Cross, Supervision, Writing – review & editing, 6, 10, 11 Jonathan Carapetis, Supervision, Writing – review & editing, 6, 12 John Boulton, Conceptualization, Funding acquisition, Writing – review & editing, 13 Edie Wright, Conceptualization, Writing – review & editing, 14 Tracy McRae, Investigation, Project administration, Writing – review & editing, 1 Maureen Carter, Conceptualization, Funding acquisition, Writing – review & editing, 15 and James P. Bree Wagner, Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Project administration, Resources, Writing – original draft, Writing – review & editing, 1, * Jane Latimer, Conceptualization, Funding acquisition, Methodology, Writing – review & editing, 2 Emma Adams, Data curation, Formal analysis, Investigation, Methodology, Writing – review & editing, 1 Heather Carmichael Olson, Conceptualization, Funding acquisition, Methodology, Writing – review & editing, 3, 4 Martyn Symons, Conceptualization, Investigation, Methodology, Supervision, Writing – review & editing, 5, 6 Trevor G. ![]()
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