Theoretical basis | J1 | J2 | J3 | AI |
1) The program has a theoretical basis | 2 | 2 | 2 | 100 |
2) It is based on theoretical models described in the literature | 2 | 2 | 2 | 100 |
3) It shows a relation between models and the way sessions and activities are organized | 2 | 2 | 2 | 100 |
4) Sessions are based on theoretical models described in the literature | 2 | 2 | 2 | 100 |
5) There is coherence between theoretical basis and the age range that the program targets | 2 | 2 | 2 | 100 |
6) Sessions and activities engage the EF | 2 | 2 | 2 | 100 |
7) Clinical model of intervention is within the scope of neuropsychology | 2 | 2 | 2 | 100 |
8) Clinical model of intervention is connected to the educational model | 2 | 2 | 2 | 100 |
9) Good relation between elaborated materials and theoretical models | 2 | 2 | 2 | 100 |
Total f (%) | 18 (100) | 18 (100) | 18 (100) |
|
Clinical principles | J1 | J2 | J3 | AI |
10) Clinical basis | 2 | 2 | 2 | 100 |
11) Principles offer a clinical basis to modules and sessions | 2 | 2 | 2 | 100 |
12) Principles are related with the EF | 2 | 2 | 2 | 100 |
13) Principles are adequate for the target age range | 2 | 2 | 2 | 100 |
14) Principles are adequate for target populations with learning disorders or impairments | 2 | 2 | 2 | 100 |
15) Principles have ecological value, i.e., modules and sessions can be linked to daily activities | 2 | 2 | 2 | 100 |
Total f(%) | 12 (100) | 12 (100) | 12 (100) |
|
Materials | J1 | J2 | J3 | AI |
16) Adequate for the target public | 2 | 2 | 2 | 100 |
17) Adequate for the target age range | 2 | 2 | 2 | 100 |
18) Graphical aspects | 2 | 2 | 1 | 67 |
19) Clear description in application notebook | 2 | 2 | 1 | 67 |
20) Coherence between task demands and program objectives | 2 | 2 | 2 | 100 |
21. Relation with the EF | 2 | 2 | 2 | 100 |
Total f (%) | 12(100) | 12(100) | 10(83) |
|