Effectiveness of a working memory intervention program in children with language disorders

2017 ◽  
Vol 8 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Victor Acosta ◽  
Sergio Hernandez ◽  
Gustavo Ramirez
2020 ◽  
Vol 10 (24) ◽  
pp. 9128
Author(s):  
Agisilaos Chaldogeridis ◽  
Thrasyvoulos Tsiatsos

The amount of information which can be stored in the human brain is limited and dependent on memory capacity. Over the last few years there has been a trend in training cognitive skills, not only to prevent cognitive decline, which is inevitable as a person grows older, but also to increase or at least preserve mental abilities that will allow a person to function at a higher cognitive level. Memory is one of those key aspects among cognitive skills that has a significant role in a person’s mental performance. Specifically, focus is given to Working Memory (WM), as evidence has shown that it can be increased by applying targeted interventions. An intervention program like this is the main object of this current paper. Using a Serious Game (SG), we designed and created a video game which targets WM training. Its effectiveness was tested and evaluated through an evaluation process where forty people participated in a seven-week training program. Post-results showed that participants had an increase in their WM performance, especially those who had lower scores at the pre-test, while those with high pre-test scores just preserved their initial status. Additionally, all participants agreed that the game is fun and enjoyable to play and that it helps them to increase WM performance.


2020 ◽  
Vol 29 (3) ◽  
pp. 1301-1306
Author(s):  
Mark M. Guiberson ◽  
Barbara L. Rodríguez

Purpose This research note describes the use of working memory measures as potential indicators of developmental language disorders (DLD) in preschool-age dual language learners from Spanish-speaking backgrounds. This report is an extension of early work, completed by the same authors that described the diagnostic accuracy of a Spanish nonword repetition task. Method One hundred thirty Spanish-speaking families with preschool-age children participated; 37 children had DLD, and 93 were typically developing. Families were recruited from early childhood programs in three states in the western region of the United States. Working memory and linguistic measures were collected from the children; parents completed a vocabulary checklist and reported on their child's longest utterances. Results Nonverbal working memory was not associated with other measures, but verbal working memory was associated with linguistic measures. Although there were no group differences on nonverbal working memory, group differences (DLD vs. typical development) were detected on verbal working memory and linguistic measures. Verbal working memory combined with vocabulary scores resulted in 79% of cases correctly classified. Conclusions Working memory tasks yielded different results depending on the type of task (verbal vs. nonverbal). Outcomes from this study showed that a nonverbal working memory task (hand movement) was not useful in distinguishing preschool-age dual language children with DLD from typical peers, but a verbal working memory task (nonword repetition) may be useful if combined with other more robust linguistic measures.


2020 ◽  
Author(s):  
Michal Nissim ◽  
Abigail Livny ◽  
Caroline Barmatz ◽  
Galia Tsarfaty ◽  
Yitshal Berner ◽  
...  

Abstract Background: Normal aging is associated with balance, mobility and working memory decline that increase fall risk and influence activity of daily living functions. Mounting evidence suggests that physical activity is beneficial for decreasing aging effects. Previous studies have focused on land-based physical activity. Research concerning the aquatic environment is scarce. The primary objectives of this three arm intervention pilot study were to examine the effects of an aquatic physical intervention program on balance, gait, fall risk and working memory among community-dwelling older individuals. The secondary objective was to examine the effects of an aquatic physical intervention program on safety of street–crossing among community-dwelling older individuals. Methods: Forty-two healthy participants aged 65 or older were enrolled into one of three intervention groups: aquatic physical intervention (API) (N=13), on-land physical intervention (OLPI) (N=14) or non-physical intervention (NPI) (N=15). The intervention took place from 2018 until 2019 at Tel-Aviv University, Sheba medical center and Reich Center. The protocol included 30-minute sessions twice a week for 12 weeks. Balance, gait and fall risk were assessed by the Tinneti test, working memory abilities were assessed by digit span and Corsi blocks tests and simulated safe streets-crossing was assessed by the hazard perception test for pedestrians.Testing and data collection was conducted at baseline, after six weeks and 12 weeks of intervention. All members of the professional team involved in evaluating participants were blind to the intervention group to which participants were allocated. Results: The differences in Tinetti balance (F(2,39)=10.03, p<0.01), fall risk (F(2,39)=5.62, p0>.05), digit span forward (F(2,39)=8.85, p<0.01) and Corsi blocks forward (F(2,39)=3.54, p<0.05) and backward (F(2,39)=6.50, p<0.05) scores after 12 weeks between the groups were significant. The API group showed improved scores. The differences in hazard perception test for pedestrians scores after 12 weeks of intervention between the groups were marginally significant (F(2,39)=3.13, p=0.055). The API group showed improved scores. Conclusions: These findings may affect experts working with the elderly population when making decisions concerning therapeutic prevention interventions for the deficiencies of elderly patients. Older adults practicing aquatic physical activity could contribute to their increased safety. Trial registrationTrial registration number: ClinicalTrials.gov Registry NCT03510377. Date of registration: 10/31/2017


2020 ◽  
Author(s):  
Anita Rowe ◽  
Jill Titterington ◽  
Joni Holmes ◽  
Lucy Henry ◽  
Laurence Taggart

Abstract Background: International debate around the best models of speech and language therapy provision for children with language disorders has highlighted the need for research into classroom-based approaches and intervention dosage. Working memory (WM) is a cognitive skill that underpins attention and language. ‘Recall to Enhance Children’s Attention, Language and Learning’ (RECALL) is a novel, six-week, classroom-based intervention targeting WM to enhance attention and language skills in 4-5 year olds.Methods : A cluster randomised feasibility trial was conducted to address uncertainties around: the feasibility of a definitive trial to evaluate RECALL; the acceptability of RECALL to the health professionals and teachers who would deliver it; and the factors that may impact on the fidelity of its delivery in the classroom. Six classes of 4-5 year olds participated: 2 received RECALL; 2 received an existing intervention targeting attention skills (not underpinned by WM theory); and 2 received education as usual (no intervention). Ten children in each class ( n= 60) were sampled to assess the appropriateness of the outcome measures that may be used in a definitive trial. A process evaluation included: observations of the fidelity of the intervention delivery and semi-structured interviews with the health professionals (HPs) and teachers who delivered RECALL.Results: The recruitment targets were achieved and all six schools completed the trial. For the experimental RECALL intervention, 95% of sessions were delivered but fidelity to the intervention protocol varied between the two schools (76% versus 45%). The interview data revealed mixed findings regarding the acceptability of the intervention tasks and the outcome measures. A greater understanding of the theory underpinning RECALL would have enhanced the teachers’ fidelity to its delivery. Conclusions: The trial processes (e.g., recruitment and consent procedures) could be easily scaled-up into a future definitive trial but the RECALL intervention requires modification to enhance its acceptability. Large class sizes, child and facilitator factors impacted on the dose (number of practice items) accessed by individual children, particularly those most at risk. This study highlights the need for thorough training for teachers and HPs engaged in the delivery of classroom interventions for children with language disorders. Trial registration: ISRCTN13633886 . Registered 7 Sept 2018 . Keywords: working memory, classroom interventions, dosage, working memory, attention, language, feasibility


2020 ◽  
Vol 227 ◽  
pp. 191-198.e3
Author(s):  
Johanna Calderon ◽  
David Wypij ◽  
Valerie Rofeberg ◽  
Christian Stopp ◽  
Alexandra Roseman ◽  
...  

2019 ◽  
Vol 8 (7) ◽  
pp. 940 ◽  
Author(s):  
Park ◽  
Park ◽  
Na ◽  
Hiroyuki ◽  
Kim ◽  
...  

This study aimed to investigate the association between a dual-task intervention program and cognitive and physical functions. In a randomized controlled trial, we enrolled 49 individuals with MCI. The MCI diagnosis was based on medical evaluations through a clinical interview conducted by a dementia specialist. Cognitive assessments were performed by neuropsychologists according to standardized methods, including the MMSE and modified Alzheimer’s disease Assessment Scale-Cognitive Subscale (ADAS-Cog), both at baseline and at 3 months follow-up. The program comprised physical activity and behavior modification, aerobic exercise, and a cognitive and exercise combined intervention program. Analysis of the subjects for group-time interactions revealed that the exercise group exhibited a significantly improved ADAS-Cog, working memory, and executive function. Total physical activity levels were associated with improvements in working memory function and the modified ADAS-Cog score, and the associations were stronger for daily moderate intensity activity than for daily step count. The 24-week combined intervention improved cognitive function and physical function in patients with MCI relative to controls. Encouraging participants to perform an additional 10 min of moderate physical activity under supervision, during ongoing intervention, may be more beneficial to prevent cognitive decline and improve exercise adherence.


2018 ◽  
Vol 49 (3) ◽  
pp. 434-448 ◽  
Author(s):  
Sandra Gillam ◽  
Sarai Holbrook ◽  
Jamie Mecham ◽  
Daylene Weller

Purpose The purpose of this article is to discuss the current state of interventions for improving working memory (WM) capacity language and academic skills and to provide suggestions for speech-language pathologists working with students who have WM capacity limitations. Method Meta-analyses, systematic reviews, randomized controlled trials, and nonrandomized comparison studies investigating the role of WM interventions for improving WM capacity language and academic skills are reviewed. Strategies for improving WM are discussed. Results The use of interventions designed to improve WM capacity and other cognitive skills is currently not supported by the research. Direct WM interventions should be considered to be experimental at this time. Such interventions require further investigation before they are used regularly for children with developmental language disorders. Discussion Clinicians and practitioners should look to already established interventions for improving how students with developmental language disorders utilize organizational strategies and other well-researched methods for improving their cognitive and academic functioning in functional contexts.


2018 ◽  
Vol 49 (2) ◽  
pp. 197-212 ◽  
Author(s):  
Sandra L. Gillam ◽  
Abbie Olszewski ◽  
Katie Squires ◽  
Katie Wolfe ◽  
Timothy Slocum ◽  
...  

Purpose As noted in this forum, more research is needed to support the work of school-based speech-language pathologists who are designing and implementing interventions for students with language disorders. This article presents the findings of a multiple-baseline, single-subject study that was conducted to assess the outcomes of an intervention designed to improve narrative discourse proficiency for children with language disorders. Method Four school-age children with language disorders that included deficits in narration received an experimental version of a 3-phase narrative language intervention program called Supporting Knowledge in Language and Literacy (Gillam, Gillam, & Laing, 2014). Two additional children remained in baseline throughout the study and served as controls for history, testing, and maturation effects. Measures of story productivity (number of different words) and overall story complexity (Monitoring Indicators of Scholarly Language; Gillam, Gillam, Fargo, Olszewski, & Segura, 2016) were used to assess the children's self-generated narratives. Results After the onset of treatment, all 4 children who received the narrative intervention made moderate-to-large improvements in narrative productivity (number of different words). Three of the 4 children also made moderate-to-large improvements in narrative complexity (Monitoring Indicators of Scholarly Language). The narrative abilities of the 2 children who did not receive intervention did not change over the course of the study. Conclusion This study provides evidence for the feasibility of the Supporting Knowledge in Language and Literacy narrative instruction program for improving self-generated narratives by children with language disorders. Future research is needed to determine how gains in oral narration transfer to written narrative skills.


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