Untitled

452 EDUCATIONAL INTERVENTIONSPretest 9-mo post 1-yr follow-upPATHSá = .15**á = .15**Inhibitorycontrol~a = .16**~a = .14**Verbalfluencyâ = .14**â = n.s.ExternalizingbehaviorPretest 9-mo post 1-yr follow-upPATHSá = .15**á = .15**Inhibitorycontrol~a = .13**~a = .09^Verbalfluencyâ = .15**Internalizingbehaviorâ = .14**^ = p < .10; ** = p < .01; *** = p < .001Figure 20-1 PATH mediation models of externalizing and internalizing behavior. ^ =p < .10; ** = p < .01; *** = p < .001.A second study that indicates the potential for enhanced neurocognitive functionresulting from preventive intervention is that of Dowsett and Livesey (2000).This training study focused expressly on improving executive skills associatedwith antisocial behavior. Their trial demonstrated that repeated exposure to tasksrequiring both the manipulation of visual representations and response controlenhanced children’s inhibitory control to a greater extent than for nonexposedcomparison groups. The authors contend that experience with these tasks increasedthe acquisition of complex rules via demands placed on executive processes.Although no studies that examine brain activation as a mediator or outcomecould be found in the literature on prevention of behavior or emotional problems,Shaywitz et al. (2004) illustrate such a model by demonstrating that a readingintervention both improved reading outcomes as well as demonstrated changes inbrain activation.