Download or read book Working Memory Training in Post secondary Students with Attention deficiti Hyperactivity Disorder pilot Study of the Differential Effects of Training Session Length written by Karizma Mawjee and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Working Memory Training in College Students with Attention deficit Hyperactivity Disorder and Learning Disabilities written by Rachel Gropper and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Improving Working Memory in Learning and Intellectual Disabilities written by Silvia Lanfranchi and published by Frontiers Media SA. This book was released on 2016-08-05 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The last forty years of research have demonstrated that working memory (WM) is a key concept for understanding higher-order cognition. To give an example, WM is involved in reading comprehension, problem solving and reasoning, but also in a number of everyday life activities. It has a clear role in the case of atypical development too. For instance, numerous studies have shown an impairment in WM in individuals with learning disabilities (LD) or intellectual disabilities (ID); and several researchers have hypothesized that this can be linked to their difficulties in learning, cognition and everyday life. The latest challenge in the field concerns the trainability of WM. If it is a construct central to our understanding of cognition in typical and atypical development, then specific intervention to sustain WM performance might also promote changes in cognitive processes associated with WM. The idea that WM can be modified is debated, however, partly because of the theoretical implications of this view, and partly due to the generally contradictory results obtained so far. In fact, most studies converge in demonstrating specific effects of WM training, i.e. improvements in the trained tasks, but few transfer effects to allied cognitive processes are generally reported. It is worth noting that any maintenance effects (when investigated) are even more meagre. In addition, a number of methodological concerns have been raised in relation to the use of: 1. single tasks to assess the effects of a training program; 2. WM tasks differing from those used in the training to assess the effects of WM training; and 3. passive control groups. These and other crucial issues have so far prevented any conclusions from being drawn on the efficacy of WM training. Bearing in mind that the opportunity to train WM could have a huge impact in the educational and clinical settings, it seems fundamentally important to shed more light on the limits and potential of this line of research. The aim of the research discussed here is to generate new evidence on the feasibility of training WM in individuals with LD and ID. There are several questions that could be raised in this field. For a start, can WM be trained in this population? Are there some aspects of WM that can be trained more easily than others? Can a WM training reduce the impact of LD and ID on learning outcomes, and on everyday living? What kind of training program is best suited to the promotion of such changes?

Download or read book The Efficacy of Working Memory Training as a Treatment for Children and Adolescents with Attention Deficit Hyperactivity Disorder written by Christine Adelaide Hanson and published by . This book was released on 2009 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study assessed the efficacy of a 5-week, intensive working memory training program for 52 children and adolescents (ages 7-17) who were identified as having ADHD and other co-morbid diagnoses. The study provided a replication of effects, since participants were assigned to the experimental group or waiting-list control group, with the waiting list control group completing training after the experimental group had finished. Parents and teachers completed paper and pencil measures of working memory, executive functioning, and ADHD symptoms at baseline, post-treatment, and four month follow-up. Parent ratings indicated that participants improved on inattention, overall number of ADHD symptoms, initiation, planning/organization, and working memory. These effects were maintained at a four month follow-up period. Teacher ratings did not indicate any significant results. The majority of participants did not show clinically significant or reliable changes. There is some evidence, provided by parent report, that WM may lead to improvements in ADHD symptoms, working memory, and other types of executive functioning; however, more research is needed to determine the validity of these treatment effects, whether treatment effects are maintained over longer follow-up periods, and whether the improvements that are found are clinically significant and reliable.

Download or read book The Efficacy of Working Memory Training for Children and Adolescents with Attention deficit hyperactivity Disorder Combined Type Compared to Children and Adolescents with Attention deficit hyperactivity Disorder Primarily Inattentive Type written by Synthia Sandoval Puffenberger and published by . This book was released on 2011 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study investigated the efficacy of a computer based working memory training program for 51 children and adolescence between the ages of 7 and 17. All participants involved in the study were classified as having ADHD, with either the primarily inattentive or combined type. Parents and teachers provided ratings of executive function and ADHD symptoms of participants before treatment, one month and four months following treatment. Data in this study were analyzed by ADHD subtype to better determine if any differences could be found by subtype population. At post treatment parents rated the DSM Inattentive group as improving on measures of both executive function and ADHD symptoms. Parent reported changes appeared to persist at four month follow up for this group. Teachers also reported change from pre to post treatment for the DSM Inattentive group on the BRIEF Initiate scale. There were no reported significant changes for the DSM combined group by either parent or teacher report from pre to post treatment. Regression analysis using the Conners' scales of inattention, hyperactivity, and oppositional at pre treatment as predictors for change at post treatment and four month follow up found that by parent report for the DSM Combined group, ratings of hyperactivity and opposition at pre treatment were negatively related to change post treatment. However, according to teacher report, opposition, hyperactivity, and inattention were positively related to reported change post treatment for both the Inattentive and Combined subtypes of ADHD. This data suggest that this training may be beneficial as an adjunct treatment for children with ADHD to focus on executive functioning deficits. This training may be more beneficial for those diagnosed with the Inattentive type of ADHD, possibly due to the detrimental or interfering behaviors of hyperactive and impulsive symptoms found in the Combined type population. However, more research is necessary to determine the validity of the treatment effects found, as well as if these findings are enduring. It is also necessary to determine if these findings go beyond 3rd party report and if they can also be found through objective measures of the participants, (i.e. using the Automated Working Memory Assessment or the Tower of London).

Download or read book A Randomized controlled Trial of Working Memory Training in Youth with ADHD written by Christine Adelaide Hanson and published by . This book was released on 2013 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The present study investigated whether working memory training (WMT) would improve working memory (WM), planning/organization, executive functioning, attention, hyperactivity/impulsivity, and reading comprehension in individuals with Attention Deficit Hyperactivity Disorder (ADHD). Twenty-eight children and adolescents with ADHD completed WMT, which consisted of 25 sessions lasting 30-45 minutes completed over about 6 weeks. Participants were randomly assigned to either a difficult adaptive WMT program or a control program, which maintained a low-level of difficulty. We predicted that the experimental group would show greater improvements than the control group. The experimental group showed a trend towards improving more than the control group on nonverbal short-term memory (STM), one measure of verbal WM, parent-rated inattention, After WMT participants in both groups improved on verbal STM, nonverbal STM, nonverbal WM, one measure of verbal WM, parent-reported WM, a WM composite, parent-rated inattention, reading comprehension, one participant-administered measure of planning/organization, parent-rated planning/organization, and parent-rated executive functioning. Participants did not improve on one measure of verbal WM, parent-rated hyperactivity/impulsivity, and a participant-administered measure of attention, one participant-administered measure of planning/organization, and a participant-administered measure of executive functioning. There was not enough teacher-report data to come to any meaningful conclusions. This lends some support that WMT can lead to improvements in broad cognitive functions. It is unclear whether the training needs to be difficult and adaptive in order to lead to improvements. Future studies need to investigate the necessary components of WMT and whether the improvements following WMT are clinically significant, stable over time, and not just due to practice effects, rater expectancy effects, or regression to the mean. Additional replication studies are needed showing improvements in cognitive and academic functions following WMT. Future studies should investigate whether certain WMT programs lead to improvements in certain cognitive and academic functions.

Download or read book Evaluation of a Working Memory Training Program in Adolescents with Severe Attention Deficit Hyperactivity Disorder and Learning Disabilities written by Sarah Anne Gray and published by . This book was released on 2011 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: Working memory ability (WM), which is essential for many academic skills, has been found to predict inattentive behaviour and is a common deficit in ADHD and LD. Recent studies have suggested that WM can be improved by intensive and adaptive computerized training. The purpose of this study is to investigate the effects of a WM training program on WM, attention, behaviour and academics in adolescents with severe LD/ADHD. A total of 60 12 to 17 year olds with ADHD/LD were randomized to one of two computerized intervention programs: working memory training or math training, and evaluated before and at three weeks after completion. Adolescents in the WM training group showed greater improvements on some measures of WM than those in the math training group, but no training effects were observed on any other measures. Findings are discussed in the context of theoretical and practical implications of WM training.

Download or read book Moderating Effects of Hyperactivity impulsivity and Oppositional Behavior on Working Memory Training for Children and Adolescents with Attention Deficit Hyperactivity Disorder written by Synthia Sandoval Puffenberger and published by . This book was released on 2014 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of this study was to investigate hyperactivity/impulsivity and oppositional behaviors as potential moderators on multiple outcome measures of a computer based working memory training for children and adolescents with Attention Deficit/Hyperactivity Disorder (ADHD) between the ages of 7 and 17. All participants involved in the study were classified as having ADHD, with either the Primarily Inattentive or Combined type. Measures of executive functioning were completed by participants and their parent's pre and post-treatment. Parents also rated participants on measures of ADHD. This study is building on previous analysis from a larger study in which it was found that participants improved on multiple measures of executive functioning regardless of the treatment arm they were randomly assigned to (Table 1). Sixty participants initiated participation in the current study, twenty-eight completed training and post-training outcomes measures. Using linear regression analysis one significant interaction for the moderator of hyperactivity/impulsivity on the relationship between treatment and the outcome measure of parent rated BRIEF Plan/Organize scale was found. No other significant interactions were found for the proposed moderators of hyperactivity/impulsivity and oppositional behavior. Due to high dropout rates, this study was underpowered, making significant interactions difficult to detect. Additional studies are needed with larger sample sizes in order to draw more conclusions related to the moderating effects of hyperactivity/impulsivity on working memory training.

Download or read book Effectiveness of Working Memory Training on Children and Adolescents Comorbid with ADHD and Other Externalizing Disorders written by Christine Happel and published by . This book was released on 2009 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Working memory is a process used to momentarily store and manipulate information (Engle, 2004). Complex behaviors, such as behavioral inhibition, planning, reasoning, comprehension, and emotional regulation, are thought to be contingent on working memory ability (Barkley, 1997). Decreased working memory functioning, and therefore decreased ability in the aforementioned complex behaviors, has been found to be prevalent in individuals diagnosed with attention-deficit/hyperactivity disorder (ADHD) (Barkley, 1997; Castellanos and Tannock, 2002; Rapport et al. 2000). Past studies, Klingberg et al (2005) and Beck et al. (2009), have found working memory training to lead to improvements in several areas of working memory functioning and to a decrease in severity of ADHD symptoms among individuals who underwent the training. However, neither study assessed the effects of working memory training on children and adolescents comorbidly diagnosed with ADHD and an externalizing disorder, such as oppositional defiant disorder or conduct disorder. This study assessed the effects of Cogmed working memory training on populations comorbidly diagnosed with ADHD and one other externalizing disorder. Participants, who were between 7 and 17 years old, were organized into one group of individuals diagnosed with ADHD and another group of individuals comorbidly diagnosed with ADHD and one other externalizing disorder. Groups were compared using measures of ADHD and executive functioning, which were completed both before and after receiving working memory training. When compared, groups did not display any significant difference between their increments on the majority of measures. This study is thought to broaden the efficacy of working memory training to include children and adolescents comorbidly diagnosed with ADHD and either oppositional defiant disorder or conduct disorder.

Download or read book Interactivity Game Creation Design Learning and Innovation written by Anthony L. Brooks and published by Springer. This book was released on 2019-01-30 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book constitutes the refereed post-conference proceedings of two conferences: The 7th EAI International Conference on ArtsIT, Interactivity and Game Creation (ArtsIT 2018), and the 3rd EAI International Conference on Design, Learning, and Innovation (DLI 2018). Both conferences were hosed in Braga, Portugal, and took place October 24-26, 2018. The 51 revised full papers presented were carefully selected from 106 submissions. ArtsIT , Interactivity and Game Creation is meant to be a place where people in arts, with a keen interest in modern IT technologies, meet with people in IT, having strong ties to art in their works. The event also reflects the advances seen in the open related topics Interactivity (Interaction Design, Virtual Reality, Augmented Reality, Robotics) and Game Creation (Gamification, Leisure Gaming, GamePlay). ArtsIT has been successfully co-located with DLI as the design, learning and innovation frame the world of IT, opening doors into an increasingly playful worlds. So the DLI conference is driven by the belief that tools, techniques and environments can spark and nature a passion for learning, transformation domains such as education, rehabilitation/therapy, work places and cultural institutions.

Download or read book Sustained Attention Training in Children with Fetal Alcohol Spectrum Disorder written by Roxana M. Vernescu and published by . This book was released on 2008 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Working Memory Thought and Action written by Alan Baddeley and published by OUP Oxford. This book was released on 2007-03-15 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt: 'Working Memory, Thought, and Action' is the magnum opus of one of the most influential cognitive psychologists of the past 50 years. This new volume on the model he created (with Graham Hitch) discusses the developments that have occurred within the model in the past twenty years, and places it within a broader context. Working memory is a temporary storage system that underpins our capacity for coherent thought. Some 30 years ago, Baddeley and Hitch proposed a way of thinking about working memory that has proved to be both valuable and influential in its application to practical problems. This book updates the theory, discussing both the evidence in its favour, and alternative approaches. In addition, it discusses the implications of the model for understanding social and emotional behaviour, concluding with an attempt to place working memory in a broader biological and philosophical context. Inside are chapters on the phonological loop, the visuo-spatial sketchpad, the central executive and the episodic buffer. There are also chapters on the relevance to working memory of studies of the recency effect, of work based on individual differences, and of neuroimaging research. The broader implications of the concept of working memory are discussed in the chapters on social psychology, anxiety, depression, consciousness and on the control of action. Finally, Baddeley discusses the relevance of a concept of working memory to the classic problems of consciousness and free will. This new volume from one of the pioneers in memory research will doubtless emulate the success of its predecessor, and be a major publication within the psychological literature.

Download or read book Cognitive Training written by Tilo Strobach and published by Springer. This book was released on 2016-11-16 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together a cutting edge international team of contributors to critically review the current knowledge regarding the effectiveness of training interventions designed to improve cognitive functions in different target populations. There is substantial evidence that cognitive and physical training can improve cognitive performance, but these benefits seem to vary as a function of the type and the intensity of interventions and the way training-induced gains are measured and analyzed. This book further fulfills the need for clarification of the mechanisms underlying cognitive and neural changes occurring after training. This book offers a comprehensive overview of empirical findings and methodological approaches of cognitive training research in different cognitive domains (memory, executive functions, etc.), types of training (working memory training, video game training, physical training, etc.), age groups (from children to young and older adults), target populations (children with developmental disorders, aging workers, MCI patients etc.), settings (laboratory-based studies, applied studies in clinical and educational settings), and methodological approaches (behavioral studies, neuroscientific studies). Chapters feature theoretical models that describe the mechanisms underlying training-induced cognitive and neural changes. Cognitive Training: An Overview of Features and Applications will be of interest to researchers, practitioners, students, and professors in the fields of psychology and neuroscience.

Download or read book Neurocognitive Effects of Gist Reasoning Training in Student Athletes with Concussions ADHD and Learning Disabilities written by Thomas Nguyen and published by . This book was released on 2017 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: Concussions, attention-deficit disorder (ADHD), and learning disabilities can adversely impact learning and academic achievement, particularly with respect to attention, memory, and executive functioning; fortunately, cognitive training can be beneficial and remediating these weaknesses. One such program, strategic memory advanced reasoning training (SMART), utilizes a top-down approach to train individuals in executive, higher-ordered thinking strategies including strategic attention, integration, and innovation to facilitate information synthesis and enhance cognitive efficiency. Thus, the purpose of the study is to examine whether SMART improved performances on various neuropsychological measures tapping into attention, processing speed, memory, and executive functioning for college student-athletes with neurological conditions (e.g., concussions, ADHD, LD). Student-athletes were randomly assigned to the SMART program or a "wait-list" control group and were administered a neuropsychological battery at baseline, immediately following the intervention, and after a four-month delay. Results showed that participants benefited from SMART with respect to working memory immediately following the intervention after controlling for baseline scores. The benefits of working memory also persisted after four months. Additionally, SMART was beneficial for improving attention, but only after four months after the intervention. The findings of the current study were consistent with previous studies which showed positive effects of SMART on working memory with a variety of populations (e.g., children, adolescents, older adults, Veterans, brain-injured patients); however, the current study did not see improved performance on other aspects of executive functioning which contradict prior research. Statistical differences between the present study and prior research regarding SMART may be explained in methodology, participant characteristics, research setting, and/or limitations. Future studies may include combining cognitive training as the intervention and utilizing neuroimaging alongside cognitive training to examine the relationship between structural/functional change with neuropsychological performance.

Download or read book Working Memory and Learning written by Susan Gathercole and published by SAGE. This book was released on 2008-01-09 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dr Tracy Alloway has been awarded the prestigious Joseph Lister Award from the British Science Association. ′The authors have written a guide for practitioners that is both highly practical, and yet based upon sound theoretical principles....This book achieves a successful, yet often elusive, link between theory, research and practice, and deserves to have a high readership. I will have no hesitation in recommending it to a range of readers′ - Jane Mott, Support for Learning ′This book fulfils its aim to explain working memory and the limits it places on children′s classroom learning. For teachers it gives a very clear guide and fills a gap in understanding that can only lead to more child-centred approaches to teaching and learning′ - Lynn Ambler, Support for Learning ′A clear and accessible account of current theory and research, which is then applied to children′s learning in the classroom....The range of strategies...are well grounded in theory derived from research and sit within a coherent conceptual model′ - The Psychologist ′An easy to read yet informative book that explains the concepts clearly and offers practitioners ways to support those with poor working memory in the classroom′ - SNIP `The topic of working memory nowadays tends to dominate discussions with teachers and parents, and both groups can helpfully be directed to this easy-to-read but serious text ... (it) is likely to prove a turning-point in the management and facilitation of hard-to-teach children. In a situation muddied by ever-multiplying syndromes and disorders, this book delivers a clarifying and reassuring isolation of the major cognitive characteristic that cuts across all the boundaries and leaves the class teacher and SENCO empowered. I think very highly of the book and shall be recommending it steadily′ - Martin Turner, Child Center for Evaluation and Teaching, Kuwait Susan Gathercole is winner of the British Psychological Society′s President′s Award for 2007 A good working memory is crucial to becoming a successful learner, yet there is very little material available in an easy-to-use format that explains the concept and offers practitioners ways to support children with poor working memory in the classroom. This book provides a coherent overview of the role played by working memory in learning during the school years, and uses theory to inform good practice. Topics covered include: - the link between working memory skills and key areas of learning (such as literacy & numeracy) - the relationship between working memory and children with developmental disorders - assessment of children for working memory deficits - strategies for supporting working memory in under-performing children This accessible guide will help SENCOs, teachers, teaching assistants, speech and language therapists and educational psychologists to understand and address working memory in their setting.

Download or read book Cognitive and Working Memory Training written by Jared M. Novick and published by Oxford University Press. This book was released on 2019-11-04 with total page 424 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cognitive and Working Memory Training assembles an interdisciplinary group of distinguished authors--all experts in the field--who have been testing the efficacy of cognitive and working memory training using a combination of behavioral, neuroimaging, meta-analytic, and computational modelling methods. This edited volume is a defining resource on the practicality and utility of the field of cognitive training research in general, and working memory training in particular. Importantly, one focus of the book is on the notion of transfer--namely, the extent to which cognitive training--be it through music, video-game play, or working memory demanding interventions at school--generalizes to learning and performance measures that were decidedly not part of the training regimen. As most cognitive scientists (and perhaps many casual observers) recognize, the notions of cognitive training and transfer have been widely controversial for many reasons, including disagreement over the reliability of outcomes and consensus on methodological "best practices," and even the ecological validity of laboratory-based tests. This collection does not resolve these debates of course; but its contribution is to address them directly by creating an exchange in a single compendium among scientists who, in separate research publications, do not always reach the same conclusions. The book is organized around comprehensive overview chapters from different disciplinary perspectives--Cognitive Psychology (by Hicks and Engle), Neuroscience (by Kuchinsky and Haarmann), and Development (by Ling and Diamond)--that define major issues, terms, and themes in the field, with a pointed set of challenge questions to which other scientists respond in subsequent chapters. The goal of this volume is to educate. It is designed for students and researchers, and perhaps the armchair psychologist. Crucially, the contributors recognize that it is good for science to persistently confront our understanding of an area: Debate and alternative viewpoints, backed by theory, data, and inferences drawn from the evidence, is what advances scientific knowledge. This book probes established paradigms in cognitive training research, and the long-form of these chapters (not found in scientific journals) allows detailed exploration of the current state of the science. Such breadth intends to invite novel ways of thinking about the nature of cognitive and perceptual plasticity, which may enlighten either new efforts at training, new inferences about prior results, or both.

Download or read book Homework Organization and Planning Skills HOPS Interventions written by Joshua Morris Langberg and published by . This book was released on 2011-07-31 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: On busy school nights, homework and long-term projects often get pushed to the bottom of the list, especially by students who struggle with organization.Introducing Homework, Organization, and Planning Skills (HOPS) Interventions. This practical manual guides you through evidence-based interventions for homework completion and recording, organization, time management, and planning skills. Learn the skills to approaching each student as an individual and reinforcing positively without the negative.With this tool, you'll be ready to successfully:Implement organization skills interventionsHelp students with ADHD and executive functioning problemsApply to work with individuals, small groups, or a full classroomTranslate skills learned into positive results in the classroomPlus, mobilize parents to develop better at-home habits with HOPS for Parents, the companion guide for caregivers. The two books are now available as a bundled set.Includes a CD-ROM