MRI scanning also showed that those who had had tDCS had more activity in the relevant brain areas for motor
skills than the control group.
The research group showed significantly more improvement in
their skills than the control group for screening, brief interventions, but not for referral.
Not exact matches
The results of a recent randomized trial of CSRP showed that children who spent their prekindergarten year in a CSRP Head Start classroom had, at the end of the school year, substantially higher attention
skills, greater impulse
control, and better performance on executive - function tasks
than did children in a
control group.
Job cuts among black government workers declined at steeper rates
than other
groups even after
controlling for education, job type,
skill differences and other factors.
By the fall of their kindergarten year, children who participated in Head Start and the REDI - P
group scored higher
than the children in the
control group on several measures, showing greater increases in their vocabulary, literacy
skills, reading fluency and academic performance upon entering kindergarten.
Their children showed greater gains in language
skills — both in the number of things they said and in their functional use of words —
than children in the
control group.
MRI scans of the patients» brains showed that those in the tDCS
group had more activity in the relevant brain areas for motor
skills than those in the
control group.
Second graders who had participated in the SFA program for three years significantly outperformed their peers who were not in the program on a measure of phonics
skills, but on average did not perform better
than the
control group in reading fluency or comprehension.
The study, made possible by a gift from the Richard and Susan Smith Family Foundation, found that teachers who participated in a Facing History seminar and received coaching and support showed significantly greater self - efficacy for creating engaging classrooms and promoting academic
skills and civic learning
than control group teachers.
Similarly, in a study of Interpersonal Psychotherapy approaches to preventing youth depression, Young and colleagues found that teens who participated in a
skills - based intervention targeting interpersonal role disputes, role transitions and interpersonal deficits reported fewer depressive symptoms at six - months follow - up
than teens who were assigned to a school counseling
control group.
Six months later, children in this
group exhibited better preschool social
skills — and fewer behavior problems —
than did children in the
control group (Christakis et al 2013).
The videotape - based parenting -
skills group with therapist - facilitated discussion showed greater reductions
than the
control group showed in the frequency of problem behaviors and in the intensity of the three most troubling behaviors.
More precisely, regardless of age, the ASD
group scored higher on social problems and social anxiety but lower on social
skills and social competence
than the clinical and non-clinical
control groups (see Table 3and Fig. 1 panels c — f).
Both AHII
groups were more likely to have attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder, and conduct disorder
than control children; more symptoms of general psychopathology; greater social
skills deficits; more parental problems; and lower levels of academic achievement
skills.