Effectiveness of Information Processing Strategy Training on Academic Task Performance in Children with Learning Disabilities: A Pilot Study.
Sutinun Juntorn, Sarinya Sriphetcharawut, Peeraya Munkhetvit
PMID 29097974WHAT IT FOUND
Children with reading disabilities had posttest scores that differed between groups in Perceive, Plan, and Perform quadrants, not in overall Recall, after six weeks of PRPP strategy training, Four-Quadrant prompting, and usual therapy.
Usual therapy alone did not show clear changes in most scores.
Key findings
01The experimental group showed significant pretest to posttest differences in all quadrants and subquadrants except Attending, Discriminating, Recalling Schemes, Initiating, and Controlling; the control group showed a significant pretest to posttest difference only in the Sensing subquadrant.
02At posttest, the experimental and control groups differed significantly on Perceive, Plan, and Perform quadrants, but not Recall; Recalling Facts and Recalling Procedures subquadrants showed significant between-group differences.
STILL TO COME
How it was doneWhat they foundWhat it means for OTs
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What it does not show
This was a pilot study with 20 children, so the findings are preliminary. Participants came from Thai schools that supported children with disabilities, and all had reading disabilities, so the results may not apply to other settings or other types of learning disability. The experimental group received the added PRPP and Four-Quadrant program in addition to traditional therapy, so the contribution of any single component cannot be separated. The study compared the added package plus traditional therapy with traditional therapy only, not the added package alone.
The easy way to misread this
Do not conclude that PRPP strategy training and Four-Quadrant prompting alone improve academic task performance. The experimental group also received traditional therapy, and the study was a small pilot, so the contribution of any single component cannot be separated.