Benefits of extending and adjusting the level of difficulty on computerized cognitive training for children with intellectual disabilities

Frontiers in Psychology
Jon Ottersen, Katja M Grill

Abstract

Training on working memory (WM) improves attention and WM in children with attention-deficit hyperactivity disorder and memory impairments. However, for children with intellectual disabilities (ID), the results have been less encouraging. In this preliminary study it was hypothesized that children with ID would benefit from an extended amount of training and that the level of difficulty during training would affect the outcome. We included 21 children with mild or moderate ID aged 8-13 years. They went through between 37 and 50 training sessions with an adaptive computerized program on WM and non-verbal reasoning (NVR). The children were divided into two subgroups with different difficulty levels during training. The transfer to untrained cognitive tests was compared to the results of 22 children with ID training only 25 sessions, and to a control group. We found that the training group with the extended training program improved significantly on a block design task measuring NVR and on a WM task compared to the control group. There was also a significantly larger improvement on block design relative to the training group with the shorter training time. The children that received easier training tasks also improved significantl...Continue Reading

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Citations

Aug 24, 2016·Journal of Child Psychology and Psychiatry, and Allied Disciplines·Hannah E KirkKim M Cornish
Mar 4, 2017·American Journal on Intellectual and Developmental Disabilities·Hannah KirkKim Cornish
Mar 11, 2021·Research in Developmental Disabilities·Silvia LanfranchiMarco Zorzi
May 1, 2021·Frontiers in Psychiatry·Marta Torra MorenoMaria Teresa Colomina Fosch

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Cogmed
NVR

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