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Item Open Access The follow-up study on the impact of the 101s positive discipline parent training on first-grade children’s executive function development(2015) Chattree Boonyanant; Vasunun Chumchua; Nuanchan Chutabhakdikul; Panadda Thanasetkorn; Mahidol University. National Institute for Child and Family Development; Mahidol University. Institute of Molecular BiosciencesThe purposes of the current study were to investigate the impact of the 101s positive discipline parent training program; the national winning-award program in the U.S. for training parent, teachers, and early childhood educators on the maintenancePublication Metadata only School-Based Mindfulness Intervention Improves Executive Functions and Self-Regulation in Preschoolers at Risk(2021-05-30) Kanda Lertladaluck; Warabud Suppalarkbunlue; Yusuke Moriguchi; Nuanchan Chutabhakdikul; Graduate School of Education; Institute of Molecular Biosciences, Mahidol Universityof an embedded SM program in early childhood education. Besides, the SM program can be further adjusted by teachers or caregivers to meet the needs of individual child....In recent years, the mindfulness concept is increasingly applied to the education sector to promote executive functions (EFs) in young children. However, the evidence for benefits of mindfulness training on EFs in preschool children with initiallyItem Open Access The impact of the 101s storybook intervention program on executive function, the 101s social-emotional skills, and school achievement in preschoolers(2015-03) Duangporn Jinnatanapong; Vasunun Chumchua; Nuanchan Chutabhakdikul; Panadda Thanasetkorn; Mahidol University. National Institute for Child and Family Development; Mahidol University. Institute of Molecular Bioscienceswinningaward program for training parents, teachers, and early childhood educators to promote children's social-emotional and cognitive skills, have showed the positive impact on the parenting practices and children’s EF skills in Thailand for yearsItem Open Access Switching task in Thai university students in music and non-music program(2015-03) Tantiya Thitithumrongkul; Panadda Thanasetkorn; Nuanchan Chutabhakdikul; Vasunun Chumchua; Mahidol University. National Institute for Child and Family Development; Mahidol University. Institute of Molecular Biosciencesquarter of the world’s population. Unfortunately, as reported by WHO, adolescents are faced with many risk factors including early pregnancy, HIV, violence, alcohol and drugs use, eating disorders, and tobacco use, as well as in Thailand. Nowadays, manyItem Open Access Role of executive function among young adults in music and non-music programs(2015-03) Hiranya Sirisumthum; Panadda Thanasetkorn; Nuanchan Chutabhakdikul; Vasunun Chumchua; Mahidol University. National Institute for Child and Family Development; Mahidol University. Institute of Molecular BiosciencesEach aspect of human development; physical, psychological and social development across life span is a critical issue to many researchers to examine. During the emerging adulthood transitional period, a person is not adolescence but is also not yet fully adult. Hence, the word “young adults” is used to refer to this group under the study. Resulting from neural immatureness in prefrontal control areas, risky behaviors and problems can be found as threatening factors during this transitional period. As they are more independent and exposed to new things, attraction, stress, and risky environments, Executive Function (EF) has made itself important in self-controlling to cope with such distractions, solve problems and manage life’s complexity. Thus, the importance of executive function must be addressed during this transition period. Several studies revealed the advantages of music training on various aspects including executive function improvement. Less is however known about the executive function and effect of music training on executive function during this young adulthood period development. This research aims to study the effect of music training on executive function among young adults studying in different studies programs particularly in Music and Non-Music Programs at university level. The Wisconsin Card Sorting Test (WCST) is used for the assessment of the executive function among the selected group. The results show that young adults in Music Program performed better on 2 of the WCST sub-scores (total correct and conceptual level response) when compared to young adults in Non-Music Program.Item Open Access The impact of the 101s positive discipline teacher training on teacher practices and preschoolers' executive function skills(2012-03) Pitchada Sutipan; Vasunun Chumcha; Nuanchan Chutabhakdikul; Panadda Thanasetkorn; Mahidol University. National Institute for Child and Family Development; Mahidol University. Institute of Molecular BiosciencesThe 101s Positive Discipline (The 101s) is a set of research-based techniques for teaching children to be self-discipline. The 101s techniques were carefully studied in a lab school in the United States by Dr. Katharine C. Kersey, a university professor in Old Dominion University, and her research team. In the current study, The 101s techniques were adopted from the lab school to implement in the sample schools in Thailand. The 101s positive discipline training was designed for Thai teachers by a Thai expert who acquired The 101s trainer certificate. The objectives of this study were (1) to investigate the impact of The 101s teacher training on changes in teacher interaction practices and preschoolers' executive function and (2) to examine the correlations between teacher interaction practices and executive function skills. Two kindergarten schools in Samuthprakarn were randomly assigned as an intervention group ( 4 teachers, 31 children) and control group(3 teachers, 29 children). For the data analysis, independent t tests were employed to investigate the mean differences on each subscale of teacher interaction checklist between the intervention and control groups. The results of this study showed that the trained teachers in The 101s teacher training had significantly higher scores on positive teacher interaction practices subscales and significantly lower scores on negative teacher interaction practices subscales, comparing to the teachers in the control group. In addition, multivariate analyses of covariance (MANCOVA) tests were employed to investigate the mean differences on each subscale of BRIEF®-P between the intervention and control groups. The results also showed that the students whose teachers received The 101s Positive Discipline training had significantly lower scores on inhibit, emotional control, working memory and plan/organization (F=5.087, 7.873, 7.230 and 5.562 respectively, p<.05) as measured by the BRIEF®-P, comparing to the control group. Finally, bivariate-correlations were performed to examine the relationships between teacher interaction practices and executive function skills. The results showed the significant negative correlations among the use of positive principles in The 101s and BRIEF®-P subscale. The results indicated that The 101s training had an impact on teacher interaction practices and children's executive function skills. Discussion, limitations, implications, and suggestions for future research are also presented .Item Open Access Self-regulation in Thai preschoolers: the impact of the 101s positive discipline teacher training on teacher interaction practices and children's self-regulation(2012-03) Piyada Pichitkusalachai; Panadda Thanasetkom; Vasunun Chumcha; Nuanchan Chutabhakdikul; Mahidol University. The National Institute for Child and Family Development; Mahidol University. Institute of Molecular BiosciencesThis research investigated the impact of the 101s positive discipline teacher training on teacher interaction practices and children's self-regulation in Thailand, using quasi-experimantal, pre-post test research design. The 101s is a tool for teachers to interact to their students with warm and responsive care. It contains positive discipline techniques focusing on promoting children's social and emotional competence. Preschool teacher (n=11) and their children (n=45) at age 3-5 years old enrolled in two schools were the sample of the research. The sample was divided into two groups. First, the 101s training group in which the teachers received the training consisted of 6 teachers and 20 children. Second, the control group in which the teachers received no training consisted of 5 teachers and 25 children. An independent samples t-test and a series of analysis of covariance (MANCOVA) were utilized to evaluate the significant differences in the mean scores on teacher interaction practices, as measured by teacher interaction Checklist, and children's self-regulation, as measured by the BRIEF-P. The results showed that the teachers in The 101s training group had significantly higher scores on positive interaction practices and significantly lower scores on negative interaction practices (i.e., positive behavioral management and verbal punishment), comparing to the teachers in the control group. The results also showed that the children in The 101s training group had significant differences in self-regulation scores (i.e., inhibition and inhibitory self-control), comparing to the children in the control group. The findings suggested that The 101s teacher training program had a positive effect on teacher's interaction practices and children's self-regulation. The implications, Limitation and suggestions of the research are discussed.