TITLE:
Working Memory Training in Children with Neurodevelopmental Disorders
AUTHORS:
Sammy Roording-Ragetlie, Helen Klip, Jan Buitelaar, Dorine Slaats-Willemse
KEYWORDS:
Working Memory, Working Memory Training, ADHD, Learning Disorders, Learning Problems
JOURNAL NAME:
Psychology,
Vol.7 No.3,
March
21,
2016
ABSTRACT: In a naturalistic open label non-randomized
controlled intervention study, Cogmed© working memory (WM) training effects
were compared between different groups of children (n = 99; 65 boys, 34 girls),
aged between 7 and 17 years with neurodevelopmental problems, i.e. ADHD (n =
45), learning disorders (LD, n = 34) or learning problems (n = 20). Training
efficacy after 25 sessions was measured by WM capacity improvement, ADHD DSM-IV
rating scale and the BRIEF. It was hypothesized that training effects may lie
on a continuum with those of the LD group at the lower end and those of the
learning problems group at the upper end. Results partly confirmed the
hypothesis in that all groups improved significantly with ADHD-children or
children with learning problems showing the best results.