Utilizing Cognitive Training to Improve Working Memory, Attention, and Impulsivity in School-Aged Children with ADHD and SLD
Abstract
:1. Introduction
1.1. Working Memory and Academic Skills
1.2. Working Memory Deficits
1.3. Working Memory and Clinical Populations
1.4. Cognitive Training: An Approach for Enhancing Working Memory
1.5. The Use of Cognitive Training in Schools
1.6. The Current Study
2. Method
2.1. Research Design and Participants
2.2. Measures
- Overall Working Memory
- Working Memory Index from the WISC-V which is comprised of Digit Span and Picture Span subtests
- Verbal Working Memory
- Verbal Working Memory subtest from the WRAML-2
- Visuospatial Working Memory
- Symbolic Working Memory subtest from the WRAML-2
- Attention
- Attention Index from the IVA-2
- Inhibition
- Response Inhibition Index from the IVA-2
2.3. Procedures
2.4. Data Analysis
3. Results
Network Model Results
4. Discussion
4.1. Pre- to Post-Training Improvement in Cognitive Abilities
4.2. Underlying Structure of Cognitive Abilities Prior to and following Training
4.3. Limitations
4.4. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Assessment | N | Mean | Std. Deviation |
---|---|---|---|
IVA-2 Response Inhibition Pre-Test | 40 | 71.6 | 38.64 |
IVA-2 Response Inhibition Post-Test | 40 | 93.25 | 26.76 |
IVA-2 Attention Pre-Test | 41 | 68.39 | 40.70 |
IVA-2 Attention Post-Test | 41 | 86.37 | 26.43 |
WISC-V Working Memory Index Pre-Test | 31 | 86.55 | 8.17 |
WISC-V Working Memory Index Post-Test | 31 | 101.10 | 9.11 |
WRAML-2 Verbal Working Memory Pre-Test | 27 | 10.11 | 1.80 |
WRAML-2 Verbal Working Memory Post-Test | 27 | 11.11 | 2.28 |
WRAML-2 Symbolic Working Memory Pre-Test | 28 | 9.35 | 1.89 |
WRAML-2 Symbolic Working Memory Post-Test | 28 | 10.03 | 1.48 |
Measure | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
---|---|---|---|---|---|---|---|---|---|---|---|---|
VWM (1) | - | |||||||||||
SWM (2) | 0.46 | - | ||||||||||
Digit Span (3) | 0.22 | 0.28 | - | |||||||||
Picture Span (4) | 0.17 | 0.10 | −0.22 | - | ||||||||
Response Control (5) | 0.09 | −0.29 | −0.20 | −0.14 | - | |||||||
Auditory Response Control (6) | 0.10 | −0.35 | 0.00 | −0.02 | 0.75 | - | ||||||
Visual Response Control (7) | 0.07 | −0.28 | −0.15 | −0.20 | 0.97 | 0.62 | - | |||||
Full Attention (8) | 0.15 | −0.07 | −0.20 | 0.01 | 0.88 | 0.64 | 0.83 | - | ||||
Auditory Attention (9) | 0.15 | −0.15 | 0.00 | −0.04 | 0.66 | 0.81 | 0.61 | 0.80 | - | |||
Visual Attention (10) | 0.10 | −0.06 | −0.17 | −0.01 | 0.88 | 0.63 | 0.84 | 0.97 | 0.71 | - | ||
Auditory Sustained Attention (11) | 0.12 | −0.13 | −0.03 | 0.16 | 0.70 | 0.76 | 0.64 | 0.81 | 0.89 | 0.75 | - | |
Visual Sustained Attention (12) | 0.25 | 0.05 | −0.09 | 0.01 | 0.87 | 0.63 | 0.84 | 0.90 | 0.65 | 0.94 | 0.75 | - |
Measure | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
---|---|---|---|---|---|---|---|---|---|---|---|---|
VWM (1) | - | |||||||||||
SWM (2) | 0.48 | - | ||||||||||
Digit Span (3) | 0.70 | 0.32 | - | |||||||||
Picture Span (4) | 0.29 | 0.28 | −0.21 | - | ||||||||
Response Control (5) | −0.10 | −0.20 | 0.01 | −0.01 | - | |||||||
Auditory Response Control (6) | −0.10 | −0.09 | −0.08 | −0.02 | 0.65 | - | ||||||
Visual Response Control (7) | 0.05 | −0.25 | 0.14 | −0.03 | 0.91 | 0.43 | - | |||||
Full Attention (8) | 0.07 | 0.10 | 0.14 | 0.04 | 0.49 | 0.38 | 0.34 | - | ||||
Auditory Attention (9) | 0.03 | 0.08 | 0.08 | −0.01 | 0.38 | 0.45 | 0.21 | 0.93 | - | |||
Visual Attention (10) | 0.09 | 0.12 | 0.20 | 0.09 | 0.51 | 0.27 | 0.42 | 0.94 | 0.77 | - | ||
Auditory Sustained Attention (11) | 0.20 | 0.16 | 0.13 | 0.11 | 0.47 | 0.49 | 0.31 | 0.89 | 0.91 | 0.78 | - | |
Visual Sustained Attention (12) | 0.11 | 0.00 | 0.26 | 0.06 | 0.61 | 0.36 | 0.64 | 0.72 | 0.58 | 0.79 | 0.71 | - |
Model | χ2 | df | CFI (TLI) | RMSEA | AIC(BIC) |
---|---|---|---|---|---|
Network | 156.76 *** | 42 | 0.81 (0.70) | 0.25 | 1084 (228) |
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Wiest, G.M.; Rosales, K.P.; Looney, L.; Wong, E.H.; Wiest, D.J. Utilizing Cognitive Training to Improve Working Memory, Attention, and Impulsivity in School-Aged Children with ADHD and SLD. Brain Sci. 2022, 12, 141. https://doi.org/10.3390/brainsci12020141
Wiest GM, Rosales KP, Looney L, Wong EH, Wiest DJ. Utilizing Cognitive Training to Improve Working Memory, Attention, and Impulsivity in School-Aged Children with ADHD and SLD. Brain Sciences. 2022; 12(2):141. https://doi.org/10.3390/brainsci12020141
Chicago/Turabian StyleWiest, Grahamm M., Kevin P. Rosales, Lisa Looney, Eugene H. Wong, and Dudley J. Wiest. 2022. "Utilizing Cognitive Training to Improve Working Memory, Attention, and Impulsivity in School-Aged Children with ADHD and SLD" Brain Sciences 12, no. 2: 141. https://doi.org/10.3390/brainsci12020141