Computerized Cognitive Training with Learning Disabled Students: A Pilot Study

1992 ◽  
Vol 71 (3_suppl) ◽  
pp. 1347-1356 ◽  
Author(s):  
F. Talbot ◽  
M. Pépin ◽  
M. Loranger
Keyword(s):  
Pilot Study ◽  
Training Program ◽  
Cognitive Training ◽  
Cognitive Skills ◽  
Mental Arithmetic ◽  
Learning Disabled ◽  
Skills Development ◽  
Control Group ◽  
Disabled Students ◽  
Computerized Cognitive Training

The effects of practicing computerized exercises in class by 59 learning disabled students who received an 8-hr. training program, 30 min. per week, were evaluated. Six exercises designed to facilitate basic cognitive skills development were used. Twelve subjects were assigned to a control group without any form of intervention. Covariance analysis (pretest scores used as covariates) showed a significant effect of training on mental arithmetic. These results suggest that practicing a computerized exercise of mental arithmetic can facilitate the automatization of basic arithmetic skills (addition, subtraction, and multiplication). The nature, progress, and evaluation of such types of intervention are discussed.

scholarly journals Computerized cognitive training in children and adolescents with attention deficit/hyperactivity disorder as add-on treatment to stimulants: feasibility study and protocol description

2017 ◽  
Vol 39 (2) ◽  
pp. 65-76 ◽  
Author(s):  
Virginia de Oliveira Rosa ◽  
Marcelo Schmitz ◽  
Carlos Renato Moreira-Maia ◽  
Flavia Wagner ◽  
Igor Londero ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Pilot Study ◽  
Children And Adolescents ◽  
Training Program ◽  
Cognitive Training ◽  
Attention Deficit ◽  
Small Sample ◽  
Adhd Symptoms ◽  
Computerized Cognitive Training ◽  
Hyperactivity Disorder

Abstract Background Cognitive training has received increasing attention as a non-pharmacological approach for the treatment of attention deficit/hyperactivity disorder (ADHD) in children and adolescents. Few studies have assessed cognitive training as add-on treatment to medication in randomized placebo controlled trials. The purpose of this preliminary study was to explore the feasibility of implementing a computerized cognitive training program for ADHD in our environment, describe its main characteristics and potential efficacy in a small pilot study. Methods Six ADHD patients aged 10-12-years old receiving stimulants and presenting residual symptoms were enrolled in a randomized clinical trial to either a standard cognitive training program or a controlled placebo condition for 12 weeks. The primary outcome was core ADHD symptoms measured using the Swanson, Nolan and Pelham Questionnaire (SNAP-IV scale). Results We faced higher resistance than expected to patient enrollment due to logistic issues to attend face-to-face sessions in the hospital and to fill the requirement of medication status and absence of some comorbidities. Both groups showed decrease in parent reported ADHD symptoms without statistical difference between them. In addition, improvements on neuropsychological tests were observed in both groups – mainly on trained tasks. Conclusions This protocol revealed the need for new strategies to better assess the effectiveness of cognitive training such as the need to implement the intervention in a school environment to have an assessment with more external validity. Given the small sample size of this pilot study, definitive conclusions on the effects of cognitive training as add-on treatment to stimulants would be premature.

Computerized cognitive training in pediatric sickle cell disease: A randomized controlled pilot study.

2020 ◽  
Vol 8 (4) ◽  
pp. 390-401 ◽  
Author(s):  
Taryn M. Allen ◽  
Lindsay M. Anderson ◽  
Samuel M. Brotkin ◽  
Jennifer A. Rothman ◽  
Melanie J. Bonner
Keyword(s):  
Pilot Study ◽  
Sickle Cell Disease ◽  
Cognitive Training ◽  
Sickle Cell ◽  
Cell Disease ◽  
Computerized Cognitive Training ◽  
Randomized Controlled ◽  
Pediatric Sickle Cell Disease

scholarly journals Effects of multi-domain cognitive training on working memory retrieval in older adults: behavioral and ERP evidence from a Chinese community study

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Xiangfei Hong ◽  
You Chen ◽  
Jijun Wang ◽  
Yuan Shen ◽  
Qingwei Li ◽  
...  
Keyword(s):  
Older Adults ◽  
Working Memory ◽  
Training Program ◽  
Cognitive Training ◽  
Local Community ◽  
Training Group ◽  
Event Related Potential ◽  
Control Group ◽  
Baseline Session

AbstractWorking memory (WM) is a fundamental cognitive function that typically declines with age. Previous studies have shown that targeted WM training has the potential to improve WM performance in older adults. In the present study, we investigated whether a multi-domain cognitive training program that was not designed to specifically target WM could improve the behavioral performance and affect the neural activity during WM retrieval in healthy older adults. We assigned healthy older participants (70–78 years old) from a local community into a training group who completed a 3-month multi-domain cognitive training and a control group who only attended health education lectures during the same period. Behavioral and electroencephalography (EEG) data were recorded from participants while performing an untrained delayed match or non-match to category task and a control task at a pre-training baseline session and a post-training follow-up session. Behaviorally, we found that participants in the training group showed a trend toward greater WM performance gains than participants in the control group. Event-related potential (ERP) results suggest that the task-related modulation of P3 during WM retrieval was significantly enhanced at the follow-up session compared with the baseline session, and importantly, this enhancement of P3 modulation was only significant in the training group. Furthermore, no training-related effects were observed for the P2 or N2 component during WM retrieval. These results suggest that the multi-domain cognitive training program that was not designed to specifically target WM is a promising approach to improve WM performance in older adults, and that training-related gains in performance are likely mediated by an enhanced modulation of P3 which might reflect the process of WM updating.

Computerized Cognitive Training in Amnestic Mild Cognitive Impairment: A Randomized Clinical Trial

2021 ◽  
pp. 089198872110064
Author(s):  
Kevin Duff ◽  
Jian Ying ◽  
Kayla R. Suhrie ◽  
Bonnie C.A. Dalley ◽  
Taylor J. Atkinson ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Cognitive Training ◽  
Computer Games ◽  
Brain Plasticity ◽  
Amnestic Mild Cognitive Impairment ◽  
Control Group ◽  
Computerized Cognitive Training ◽  
Secondary Outcomes

Objective: Computerized cognitive training has been successful in healthy older adults, but its efficacy has been mixed in patients with amnestic Mild Cognitive Impairment (MCI). Methods: In a randomized, placebo-controlled, double-blind, parallel clinical trial, we examined the short- and long-term efficacy of a brain-plasticity computerized cognitive training in 113 participants with amnestic MCI. Results: Immediately after 40-hours of training, participants in the active control group who played computer games performed better than those in the experimental group on the primary cognitive outcome (p = 0.02), which was an auditory memory/attention composite score. There were no group differences on 2 secondary outcomes (global cognitive composite and rating of daily functioning). After 1 year, there was no difference between the 2 groups on primary or secondary outcomes. No adverse events were noted. Conclusions: Although the experimental cognitive training program did not improve outcomes in those with MCI, the short-term effects of the control group should not be dismissed, which may alter treatment recommendations for these patients.

scholarly journals Evaluating the Efficacy of a Cognitive Skills Training Program for Spanish-Speaking Adults with Subjective Cognitive Complaints

2019 ◽  
Vol 34 (7) ◽  
pp. 1270-1270
Author(s):  
Y Patino ◽  
P Sinclair ◽  
J Osher ◽  
K Torres
Keyword(s):  
Training Program ◽  
Cognitive Performance ◽  
Cognitive Training ◽  
Cultural Sensitivity ◽  
Cognitive Skills ◽  
Skills Training ◽  
Spanish Version ◽  
Cognitive Complaints ◽  
Spanish Speaking ◽  
Subjective Cognitive Complaints

Abstract Objective The purpose of this pilot study was to examine the efficacy of a five-week Spanish cognitive skills training program on 18 participants with subjective cognitive complaints. Participants and Method Eighteen Spanish-speaking participants completed a series of cognitive and emotional measures pre- and post-training, including objective measures of cognitive functioning (Montreal Cognitive Assessment, Spanish-version; MoCA), self-reported mood measures (Beck Depression Inventory, BDI; Beck Anxiety Inventory, BAI-Spanish version), and subjective cognitive complaints questionnaire (Subjective Cognitive Decline Questionnaire, Spanish version). Drawing from existing literature on effective interventions for subjective cognitive impairment (Reijnders et al., 2015), this research focused on delivering a five-week intervention program in Spanish, which included psychoeducation on cognition, cognitive strategy training, and applied practice of mindfulness techniques. Furthermore, this intervention incorporated Personalismo and indirect communication, which was applied by engaging with participants in a warm and culturally appropriate manner (Jiménez et al., 2014). Results Participants demonstrated significant improvement in overall MoCA scores. Improvements in subjective cognitive performance, as well as decreases in depression and anxiety (as indicated by the BDI and BAI, respectively) were noted. Results also showed that changes in mood, anxiety, and subjective cognitive performance were not predictive of improvements in MoCA performance, lending support to the hypothesis that skills learned in the program contributed to improved cognitive performance. Conclusions Overall, these results demonstrate that linguistically and culturally tailored psychoeducation regarding cognition, cognitive skills training, and mindfulness, can positively impact subjective and objective cognitive performance, as well as psychological wellbeing among Spanish-speaking adults. References Jiménez, A.L., Alegría, M., Camino-Gaztambide, R.F., & Zayas I, L.V. (2014) Cultural sensitivity: What should we understand about Latinos? In R. Parekh (ed.) The Massachusetts General Hospital Textbook on Diversity and Cultural Sensitivity in Mental Health (pp.61-70). New York, NY: Springer. Rebok, G. W., Ball, K., Guey, L. T., Jones, R. N., Kim, H. Y., King, J. W., … ACTIVE Study Group (2014). Ten-year effects of the advanced cognitive training for independent and vital elderly cognitive training trial on cognition and everyday functioning in older adults. Journal of the American Geriatrics Society, 62(1), 16–24. doi:10.1111/jgs.12607.

Strategy Training and Teacher- vs. Student-Controllled Study Conditions: Effects on LD Students' Spelling Performance

1985 ◽  
Vol 8 (4) ◽  
pp. 267-274 ◽  
Author(s):  
Steve Graham ◽  
Sally Freeman
Keyword(s):  
Strategic Behavior ◽  
Self Regulation ◽  
Learning Disabled ◽  
Strategy Training ◽  
Control Group ◽  
Disabled Students ◽  
Study Strategy ◽  
Spelling Performance ◽  
Correct Spelling ◽  
Step Study

This study examined learning disabled students' spelling performance in response to strategy training and variations in study conditions. After training in the use of a five-step study strategy, subjects studied spelling words under one of three conditions: (a) directed study; (b) student-controlled; and (c) teacher-monitored. Students assigned to a control group studied words in any manner they chose. Results indicated that students who were taught the five-step study strategy recalled the correct spelling of more words than controls who devised their own study method. However, the spelling performance of students who received strategy training was not differentially affected by variations in study conditions. Results were interpreted to suggest that learning disabled students' spelling difficulties are associated with problems in self-regulation of organized, strategic behavior.

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