Browsing by Author "Panadda Thanasethakon"

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    The cause and effect of levels of visual-motor integration skills on task of executive function in children at age 5 to 6 years old
    (2014-02) Ratchanee Jomsri; Vasunun Chumchua; Panadda Thanasethakon; Nuanchan Jutapakdeegul; Mahidol University. National Institute for Child and Family Development; Mahidol University. Institute of Molecular Biosciences
    The purpose of this study is to investigate of factor and levels of visual-motor integration and executive function in Kindergarteners (N=150, aged 5 to 6 years) using the Beery-Buktenica Development Test of visual-motor integration 6TH edition (VMI) and Tasks of Executive Control (TEC). A series of multivariate of covariance analysis (MANCOVA) was performed to evaluate the effects on subscale score of VMI (i.e.,Beery VMI, visual perception, motor coordination) and to control extraneous variables (i.e.,childbirth, status of parent, parent's career and average monthly family income, parent-children relationship). The results showed that the student who have been promoting student's activities especially, fine motor movement are very important on visual-motor integration. Such as Thai culture dance, writing, drawing, or other are promote visual-motor integration and can be predict trend of executive function in the future.
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    The cause and effect of levels of visual-motor integration skills on task of executive function in children at age 5 to 6 years old
    (2014-02) Ratchanee Jomsri; Vasunun Chumchua; Panadda Thanasethakon; Nuanchan Jutapakdeegul; Mahidol University. National Institute for Child and Family Development; Mahidol University. Institute of Molecular Biosciences
    The purpose of this study is to investigate of factor and levels of visual-motor integration and executive function in Kindergarteners (N=150, aged 5 to 6 years) using the Beery-Buktenica Development Test of visual-motor integration 6TH edition (VMI) and Tasks of Executive Control (TEC). A series of multivariate of covariance analysis (MANCOVA) was performed to evaluate the effects on subscale score of VMI (i.e.,Beery VMI, visual perception, motor coordination) and to control extraneous variables (i.e.,childbirth, status of parent, parent's career and average monthly family income, parent-children relationship). The results showed that the student who have been promoting student's activities especially, fine motor movement are very important on visual-motor integration. Such as Thai culture dance, writing, drawing, or other are promote visual-motor integration and can be predict trend of executive function in the future.
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    Correlation between the visual-motor integration (VIM) and the taskof executive control (TEC) in school age children between 7 to 9 years
    (2014-02) Krittiyanee Thammasarn; Panadda Thanasethakon; Nuanchan Jutapakdeegul; Vasunun Chumchua; Mahidol University. National Institute for Child and Family Development; Mahidol University. Institute of Molecular Biosciences
    The National Council for Child and Youth Development (NCYD) in Thailand has reported the number of 23 million school age children and youths, 1.7 million had problems relating to writing and cognitive disabilities seen mostly in northeast of Thailand between year 2547-2549. Therefor this study aims to investigate the correlation between the (VMI) and the task of executive control (TEC) in grade 1, 2, and 3 150 of Thai students. For the data analysis, descriptive statistic: mean and standard deviations for the sample background characteristics will be used to explain general data of subjects and bivariate correlation test were employed to investigate on each subscale of the VMI and TEC in grade 1, 2, and 3. Initially we conducted a preliminary study, especially TEC test in children age 8, 9, and 10 years in normal visual-motor integration. The result showed, higher scores in TEC test indicate the more executive control: working memory and inhibitory control. TEC scores in 9 year better than 8 year, and 10 year better than 8, 9 year. Conclusion, the preliminary result showed the trend in association between the level of executive function task and age
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    Correlation between the visual-motor integration (VIM) and the taskof executive control (TEC) in school age children between 7 to 9 years
    (2014-02) Krittiyanee Thammasarn; Panadda Thanasethakon; Nuanchan Jutapakdeegul; Vasunun Chumchua; Mahidol University. National Institute for Child and Family Development; Mahidol University. Institute of Molecular Biosciences
    The National Council for Child and Youth Development (NCYD) in Thailand has reported the number of 23 million school age children and youths, 1.7 million had problems relating to writing and cognitive disabilities seen mostly in northeast of Thailand between year 2547-2549. Therefor this study aims to investigate the correlation between the (VMI) and the task of executive control (TEC) in grade 1, 2, and 3 150 of Thai students. For the data analysis, descriptive statistic: mean and standard deviations for the sample background characteristics will be used to explain general data of subjects and bivariate correlation test were employed to investigate on each subscale of the VMI and TEC in grade 1, 2, and 3. Initially we conducted a preliminary study, especially TEC test in children age 8, 9, and 10 years in normal visual-motor integration. The result showed, higher scores in TEC test indicate the more executive control: working memory and inhibitory control. TEC scores in 9 year better than 8 year, and 10 year better than 8, 9 year. Conclusion, the preliminary result showed the trend in association between the level of executive function task and age
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    The impact of music and movement on executive function in preschool children
    (2014-02) Ninuma Artprom; Vasunun Chumchua; Nuanchan Jutapakdeegul; Panadda Thanasethakon; Mahidol University. National Institute for Child and Family Development; Mahidol University. Institute of Molecular Biosciences
    The purpose of the current research was to investigate the impact of music and movement on executive function skills in preschool children. The total participants were 146 preschool children aged 3 to 5 year olds, using purposive sampling and matching method. The participants were divided into two groups; music and movement group and control group. The music and movement group included 73 children attending kindergarten level 1, 2, and 3 in the school where music and movement was integrated in the main part of the school curriculum and daily routine activities. The control group included 73 children attending kindergarten level 1, 2, and 3 in the school where regular preschool curriculum was used, and music and movement was not used as the main part of preschool curriculum and daily routine activities. The BRIEF-P; the standardized test, was utilized to examine children’s executive function skills in this study. A series of multivariate analysis of covariance (MANCOVA) was performed to investigate the mean differences in the subscale scores of the executive functions between the music and movement and control groups and to control extraneous variables, i.e., family background, student background and student activities. The results showed that the preschool children attending the kindergarten level l in music and movement group had significantly lower mean scores on inhibition, shifting, working memory, and emotional control than did the students in the control group (F= 7.813, 10.916, 5.992, and 7.384 respectively, p. <.05) whereas plan/organize was not significant (F=1.359 respectively, p. >.05). The preschool children attending the kindergarten level 2 in the music and movement group had significantly lower mean scores on all subscale skills of the executive function including, inhibition, shifting, emotional control, working memory, and plan/organize than did the students in the control group (F= 4.159, 5.85, 4.334, 12.494, and 12.995 respectively, p. <.05). The preschool children attending the kindergarten level 3 in the music and movement group had significantly lower mean scores on all subscale skills of the executive function including, inhibition, shifting, emotional control, working memory, and plan/organize than the students in the control group (F= 7.327, 8.339, 9.657, 8.773 and 12.523 respectively, p. <.05).The findings suggested the positive impact of music and movement on preschool children' executive function. Discussion, limitations, implications, and suggestions for future research would be presented.
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    The preliminary research study on the impact of the 101s: A guide to positive discipline parent training on parenting practices and preschooler’s executive function
    (2014-02) Jutamard Suttho; Vasunun Chumchua; Nuanchan Jutapakdeegul; Panadda Thanasethakon; Mahidol University, National Institute for Child and Family Development; Mahidol University. Institute of Molecular Biosciences
    In Thailand, an effective intervention program is in urgent need for improving parenting practices. The aims of the study were to investigate the impact of the 101s: A Guide to Positive Discipline program (The 101s), the US national-awarded program for providing a child with positive discipline in a nurturing environment to promote children's brain and psychological development, on Thai parenting skills and preschoolers' executive function (EF) skills, a set of mental and cognitive skills related to goal-directed behaviors and school readiness and success. An ex-post factor, control group, posttest only design was used to address the aims of the research. Simple random sampling and matching methods were utilized to choose a control school. The sample was 27 parents in the intervention group who had participated in the 101s training for at least 8 months, 27 parents in the control group, and their 3 to 5-year-old preschoolers. The parent sample rated self-parenting practices using The 101s Parent Interaction Checklist (PIC) and rated their preschoolers' EF skills using the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P). A series of multivariate analysis of covariance were performed to compare the mean differences in parenting practices and EF skills between the intervention and control groups. The preliminary results showed the positive impact of the 101s parent training on parenting practices and preschoolers' EF skills. The results indicated that the parents in the intervention group significantly had higher mean scores on positive parenting practices and lower mean scores on negative discipline, comparing to the parents in the control group. Likewise, the preschoolers in the intervention group significantly had better mean scores on EF skills, comparing to the preschoolers in the control group. These findings support the major effects of the 101s Positive Discipline training program on parenting practices and preschoolers' EF skills.
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    The preliminary research study on the impact of the 101s: A guide to positive discipline parent training on parenting practices and preschooler’s executive function
    (2014-02) Jutamard Suttho; Vasunun Chumchua; Nuanchan Jutapakdeegul; Panadda Thanasethakon; Mahidol University, National Institute for Child and Family Development; Mahidol University. Institute of Molecular Biosciences
    In Thailand, an effective intervention program is in urgent need for improving parenting practices. The aims of the study were to investigate the impact of the 101s: A Guide to Positive Discipline program (The 101s), the US national-awarded program for providing a child with positive discipline in a nurturing environment to promote children's brain and psychological development, on Thai parenting skills and preschoolers' executive function (EF) skills, a set of mental and cognitive skills related to goal-directed behaviors and school readiness and success. An ex-post factor, control group, posttest only design was used to address the aims of the research. Simple random sampling and matching methods were utilized to choose a control school. The sample was 27 parents in the intervention group who had participated in the 101s training for at least 8 months, 27 parents in the control group, and their 3 to 5-year-old preschoolers. The parent sample rated self-parenting practices using The 101s Parent Interaction Checklist (PIC) and rated their preschoolers' EF skills using the Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P). A series of multivariate analysis of covariance were performed to compare the mean differences in parenting practices and EF skills between the intervention and control groups. The preliminary results showed the positive impact of the 101s parent training on parenting practices and preschoolers' EF skills. The results indicated that the parents in the intervention group significantly had higher mean scores on positive parenting practices and lower mean scores on negative discipline, comparing to the parents in the control group. Likewise, the preschoolers in the intervention group significantly had better mean scores on EF skills, comparing to the preschoolers in the control group. These findings support the major effects of the 101s Positive Discipline training program on parenting practices and preschoolers' EF skills.