Computer-Assisted Cognitive Re-Training as An Intervention for Children with Specific Learning Disability: A Review

The review inspects the empirical literature on the efficacy of computer-assisted cognitive re-training of children with Specific learning disabilities (SLD). SLD children are characterized by an average and above-average IQ but there exist significant deficits in their language processing skills. Cognitive re-training is a training process that serves as remediation for people with underdeveloped cognitive abilities through intensive practice. It utilizes the principle of “brain plasticity” and is an endeavor to strengthen the deficit cognitive abilities of people by practicing various well-defined tasks and exercises. Cognitive re-training can be provided in both ways manualized or computerized. Computer-assisted re-training seems more interesting, innovative, is multisensory and motivating for children. This research review aims to put together the primary research done in the area and tries to evaluate the effectiveness of using such intervention on children with a specific learning disability. In a country like India which has a vast & widespread population reaching out to children with a specific learning disability by using manualized intervention seems a distant reality, together with a handful of trained therapists working in the field. Keeping in view such circumstances there is an urgent need to identify ways which can be used as an intervention for the mass population and in remote areas of the country. In doing so, this review also attempts to lay a base and explore the possibility of utilizing this novel way of providing interventions to children with Specific learning disability.

Design and evaluation of a positive intervention to cultivate mental health: preliminary findings

The past two decades have witnessed a proliferation of positive psychological interventions for clinical and non-clinical populations, and recent research, including meta-analyses, is providing evidence of its effectiveness. Most interventions have focused on increasing life satisfaction, positive affect, and psychological well-being. Manualized, multi-component interventions based on a comprehensive theory are scarce. Keyes’ concept of mental health and flourishing (subjective, psychological, and social well-being) is an overarching theoretical framework to guide the design of a multi-component psychological intervention to cultivate well-being and personal development. Therefore, the purpose of this study was to design a theory-driven positive intervention and to pilot test the intervention. The manual presents an 8-week group program that includes homework activities. A sample of 56 young adults completed the intervention. Participants were assessed at base line, after termination, and at a 6-month follow-up session. Standardized instruments were used to assess the dimensions of mental health proposed by Keyes. Pre- and post-test measures of subjective, psychological, and social well-being showed significant differences, as did the total mental health scores. At 6-month follow-up, differences remained in subjective and psychological well-being and in positive mental health, with smaller effect sizes. Limitations of these preliminary findings as well as future lines of research and improvements in this manualized intervention are proposed in the light of current research on positive interventions.

ADHD in College Students - A Guide for Clinicians and Administrators

: ADHD affects 5-6% of all college students. It is a disorder with profound comorbidities and consequences, including increased mortality. Difficulties and damage accrue synergistically during the college years, directly affecting academic achievement and graduation rates. It can be reasonably extrapolated that these students may be at higher risk for sentinel events involving impulsive behavior, intoxication and self-harm. After exploring the large body of observational data, specific recommendations regarding diagnosis and treatment are made. The gold-standard for diagnosis is a comprehensive clinical interview informed by reports from others who know the patient. While universities often demand neuropsychological testing before offering medication, there is broad agreement among researchers and clinicians that this is not scientifically justified. The most effective treatments combine pharmacotherapy with individual and group psychotherapy. Stimulants are very effective. So much so that starting all patients on non-stimulants solely to prevent diversion is clinically inappropriate. Rather, effective methods to limit diversion that do not limit access to care for those with the disorder must be developed. Various psychotherapies have been assessed and show benefit. A CBT-based, comprehensive, multimodal and manualized intervention has been specifically created for and examined for use with college students. The outcome data are encouraging. By combining appropriate diagnostics, effective pharmacotherapy, and comprehensive, multi-modal psychotherapy, administrators and clinicians may join forces to meaningfully improve retention, academic achievement, graduation rates and emotional growth for this large and high-risk cohort. Colleges may need to invest in hiring expert clinicians to deploy this care, as most do not have enough of them presently.

THE FL-REACH PROJECT: TRANSLATING AN EBP FOR AN OUTPATIENT CLINICAL SETTING TO REACH DIVERSE COMMUNITY MEMBERS

With more than 500,000 patients with Alzheimer’s disease, constituting nearly 10% of all cases in the US, the state of Florida spends an estimated $20 billion per year on care and treatment related to this disease. The Florida State Plan on Aging reported that 75% of informal caregivers felt that early education and training should be a high priority for the state, and that difficult behaviors and limited knowledge about dementias were among the most significant challenges that they faced. The REACH II intervention is the gold-standard for evidence-based practices that address burden, well-being, and skills training for dementia caregivers. This presentation describes the partnership of a Memory Disorder Clinic (MDC) team and two university-based researchers working to embed a modified REACH protocol into an outpatient clinic. Critical streamlined components and new material designed to innovations since the REACH trials. The FL-REACH protocol is significantly shorter, adds a structured assessment for both patient and family needs, expands to include advanced care planning and grief modules, and intentionally builds linkages to the medical care team, with a focus on outreach to diverse families. This manualized intervention is offered to families of patients diagnosed through the MDC, thus capitalizing on the rapport and trust that is built, and providing in-house opportunities to engage diverse populations with a program grounded in the evidence base. This intervention provides critical foundational training for families that will bridge to seamless team coordination in the future.

Feasibility and evaluation of Talk Boost KS2: A school-based programme for oral language skills in children with low-average communication skills in Key Stage 2

Oral language skills in childhood are known to predict literacy levels and academic performance. Identification of children’s low-average oral language skills in school is challenging when clear criteria for developmental language disorder are not met. There are few studies of targeted, school-based oral language interventions for the older child. This study aimed to investigate the feasibility of implementing and evaluating a manualized language intervention (Talk Boost KS2) for children aged between 7 and 9 years who were identified as having low-average oral language skills, as delivered by trained teaching assistants in mainstream schools. Twenty-one UK mainstream primary schools each selected eight Year 3 (7–8-year-olds) and Year 4 (8–9-year-olds) children with low-average oral language skills. School staff received training in a new manualized intervention, Talk Boost KS2. Schools were allocated to an Active Intervention (AI) or a Waiting Control condition (WC) condition. The final sample consisted of 162 children of which 87 were allocated to the AI condition and 75 to the WC condition. Progress in favour of the intervention was found on teacher ratings of speech, language and communication needs and on a Learning Behaviours Checklist but not on standardized language or reading comprehension tests. Parents of AI children reported improvements in communication and language skills. Teaching staff reported significant increases in confidence and knowledge in managing children with low-average oral language skills as a result of being involved in the intervention. The findings are discussed in relation to the imperative to provide practical language intervention tools as well as training and support for education staff in order to support children with low-average oral language skills in mainstream schools.