Browsing by Autor "Paulina Arango"

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    Factors Leading to the Success of Social Participation Promotion Programs for People with Intellectual Disability: A Protocol for A Systematic Review
    (Research Square (United States), 2020) Andrés Aparicio; Paulina Arango; Rosario Espinoza; Vicente Villate; Marcela Tenorio
    Abstract Background People with intellectual disabilities have been historically excluded from decision-making processes. Previous literature indicates that social participation may be an effective tool to increase social inclusion, but no systematic review of interventions focused on social participation of people with intellectual disabilities have been conducted. This study aims to identify and organize the factors associated with social participation interventions having a positive impact on social inclusion of people with intellectual disabilities; and to provide a set of best of practices for future interventions. Methods/design This systematic review of the literature will follow the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) recommendations. The databases Web of Science, EBSCO, Scopus, LILACS and PubMed will be searched for articles between January 1 st , 2004 and December 31 st , 2019; a grey literature search will also be conducted. Randomized control trials, nonrandomized control trials, and controlled before and after studies will be included. If necessary, noncontrolled before and after studies will also be included. Observational or qualitative studies will be excluded. The primary outcome is success of intervention. Secondary outcomes include measures of social participation. Two reviewers will independently screen articles, extract relevant data and assess the quality of the studies. Discussion This systematic review will add to our understanding of successful social participation interventions for people with intellectual disability. It will allow us to identify and organize which factors lead to an increase in social participation and help us define a set of best practices to be followed by future interventions. Systematic review registration This protocol is submitted to the PROSPERO registry of the University of York (reference number: 189093).
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    The role of executive functions in the relation between socioeconomic level and the development of reading and maths skills / <i>El rol de las funciones ejecutivas en la relación entre el nivel socioeconómico y el desarrollo de habilidades lectoras y matemáticas</i>
    (Taylor & Francis, 2018) José‐Pablo Escobar; Ricardo R. Rosas-Díaz; Francisco Cerić; Andrés Aparicio; Paulina Arango; Rodrigo Arroyo; Victoria Espinoza; Marion Garolera; Marcelo Pizarro; Felipe Porflitt
    Executive functions (EF) are a set of processes that allow individuals to plan, monitor and organize tasks and thus play a key role in the development of reading and maths skills. Environmental factors such as socioeconomic level (SEL) influence reading and maths skills as well as EFs. The aim of this study is to explore the extent to which executive functions play a mediating role between SEL and reading and maths performance. To this end, we assessed 286 Chilean primary education students: 86 with a high SEL and 200 with a low level. The results show that the high-SEL group obtained consistently higher scores than their peers with low SEL levels in both reading and maths tasks as well as in EF measurements. This suggests that SEL could influence the development of these variables. The results also showed that EFs partially mediate the relation between SEL and reading and maths skills in primary school students through the specific function of inhibition. The results are discussed in light of the effect of SEL on the development of EFs and school learning.