Monalysse Francisca Pereira Dos Santos, Luana Celly Silva Aprígio, João Victor Silva de Barros Lima, Fernanda Dreux Fernandes Miranda, Cristiano Miranda de Araújo, Karinna Veríssimo Meira Taveira, Cíntia Alves Salgado-Azoni
Impact of reading intervention on the phonological awareness of children with autism spectrum disorder: a systematic review and meta-analysis
CoDAS
main objective study implement educational program named active values analyse psychosocial cognitive effects application quasiexperimental repeated measures research nonrandomised experimental group eg control group cg sample consisted 102 students 6th grade primary school aged 11 13 years 1159 sd 060 4 teachers aged 27 52 years 385 intervention program lasted 4 months eg implemented teaching methodology based incorporation classroombased physical activity cbpa structure teaching personal social responsibility tpsr model develop personal social values students well reduce childrens sedentary behaviour classroom different educational areas eg mathematics spanish language social sciences natural sciences cg used conventional methodology based direct instruction main results found show significant improvements intrinsic motivation variables including intrinsic motivation achievement stimulating experiences knowledge selfdetermination index autonomy relatedness psychological mediators index personal social responsibility teacher climate intention physically active executive functions eg amotivation values increased cg conclusion interdisciplinary educational programs based combination pedagogical models active methodologies postulated methodological alternatives achieve integral multilateral development children adolescents well improve different learning domains physical education cognitive social motor recommended future research consider longitudinal designs mixed methods followup data assess learning retention well larger samples measurement greater number executive functions eg inhibitory control attention