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This study examined the effects of a family-mediated, naturalistic behavioral home literacy intervention on preschool children exhibiting Sluggish Cognitive Tempo (SCT)/Cognitive Disengagement Syndrome (CDS). Using a mixed design with three parent–child dyads, changes in the home literacy environment, parent–child interaction patterns, and children’s early literacy, numeracy, and executive function–related performance were evaluated. Results indicated intervention-related behavioral improvements in parents’ literacy-supportive behaviors and positive interaction patterns, alongside marked and sustained gains in children’s task engagement, academic performance, and executive functioning. Overall, the findings highlight the potential of parent- mediated behavioral home literacy interventions as effective habilitative supports for preschool children with attentional and self-regulatory vulnerabilities.
AVCI et al. (Fri,) studied this question.
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