Leiden University Student Repository

Brüggemann, Sofie (2026)

Planningsvaardigheden verbeteren door middel van training met dynamisch testen bij kinderen met lage en hoge mate van ASS-kenmerken

Master thesis | Education and Child Studies (MSc)

As the world becomes more and more digital, children are facing a never-ending flow of information and distractions, placing high demands on their planning skills. Planning skills are necessary for goal-directed behavior and are associated with academic success and self-regulation. Children with autism spectrum disorder (ASD) often have more difficulty with planning skills than their peers. However, there are still very few efficient interventions for improving planning skills. Dynamic testing, as it combines testing with adaptive support, offers a promising approach to enhance these skills. This study was focused on whether embedding training through dynamic testing improves the planning skills of children aged 7–11 years and whether the training effects differ in children with low and high levels of ASD characteristics. A quantitative experimental design with 136 participants was used, where the participants first took standardized tests and then completed the Rey Osterrieth...Show moreAs the world becomes more and more digital, children are facing a never-ending flow of information and distractions, placing high demands on their planning skills. Planning skills are necessary for goal-directed behavior and are associated with academic success and self-regulation. Children with autism spectrum disorder (ASD) often have more difficulty with planning skills than their peers. However, there are still very few efficient interventions for improving planning skills. Dynamic testing, as it combines testing with adaptive support, offers a promising approach to enhance these skills. This study was focused on whether embedding training through dynamic testing improves the planning skills of children aged 7–11 years and whether the training effects differ in children with low and high levels of ASD characteristics. A quantitative experimental design with 136 participants was used, where the participants first took standardized tests and then completed the Rey Osterrieth Complex Figure Test (ROCFT), in which the experimental group was given a graduated prompts training while the control group performed the task without training. The ROCFT groupingsscore was used to assess planning skills and the Autism Spectrum Questionnaire to assess ASD characteristics. The effects of the training and interactions with ASD characteristics were analyzed using repeated-measures ANOVAs. Results showed a significant enhancement of planning skills over time, with a significant larger increase in the experimental group compared to the control group. Contrary to the expectations, there were no significant differences between children with low and high ASD characteristics. In conclusion, dynamic testing is a promising approach for supporting planning skills as well as for evaluating the potential for learning. In addition, these findings suggest that dynamic testing with graduated prompts enhances children's planning skills, and that children with and without ASD characteristics benefit similarly, which highlights the value of adaptive support in inclusive educational settings.As the world becomes more and more digital, children are facing a never-ending flow of information and distractions, placing high demands on their planning skills. Planning skills are necessary for goal-directed behavior and are associated with academic success and self-regulation. Children with autism spectrum disorder (ASD) often have more difficulty with planning skills than their peers. However, there are still very few efficient interventions for improving planning skills. Dynamic testing, as it combines testing with adaptive support, offers a promising approach to enhance these skills. This study was focused on whether embedding training through dynamic testing improves the planning skills of children aged 7–11 years and whether the training effects differ in children with low and high levels of ASD characteristics. A quantitative experimental design with 136 participants was used, where the participants first took standardized tests and then completed the Rey Osterrieth Complex Figure Test (ROCFT), in which the experimental group was given a graduated prompts training while the control group performed the task without training. The ROCFT groupingsscore was used to assess planning skills and the Autism Spectrum Questionnaire to assess ASD characteristics. The effects of the training and interactions with ASD characteristics were analyzed using repeated-measures ANOVAs. Results showed a significant enhancement of planning skills over time, with a significant larger increase in the experimental group compared to the control group. Contrary to the expectations, there were no significant differences between children with low and high ASD characteristics. In conclusion, dynamic testing is a promising approach for supporting planning skills as well as for evaluating the potential for learning. In addition, these findings suggest that dynamic testing with graduated prompts enhances children's planning skills, and that children with and without ASD characteristics benefit similarly, which highlights the value of adaptive support in inclusive educational settings.Show less

dynamic testing

planning skills

ASD

Author

Brüggemann, Sofie

Faculty

Faculty of Social & Behavioural Sciences

Specialisation

Orthopedagogiek

Supervisors

Veerbeek, J.

ECTS Credits

20

Language

nl