Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities

Research output: Contribution to journalArticleResearchpeer-review

31 Citations (Scopus)

Abstract

Core executive functions (EF) such as attention, and working memory have been strongly associated with academic achievement, language development and behavioral stability. In the case of children who are vulnerable to cognitive and learning problems because of an underlying intellectual disability, EF difficulties will likely exacerbate an already compromised cognitive system. The current review examines cognitive training programs that aim to improve EF, specifically focusing on the potential of this type of intervention for children who have intellectual disabilities. We conclude that despite considerable discrepancies regarding reported intervention effects, these inconsistencies can be attributed to flaws in both program and study design. We discuss the steps needed to address these limitations and to facilitate the advancement of non-pharmaceutical interventions for children with intellectual disabilities
Original languageEnglish
Pages (from-to)145 - 160
Number of pages16
JournalResearch in Developmental Disabilities
Volume38
DOIs
Publication statusPublished - 2015

Cite this

@article{33d7c768f7b24f79bd98c5f316356bfd,
title = "Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities",
abstract = "Core executive functions (EF) such as attention, and working memory have been strongly associated with academic achievement, language development and behavioral stability. In the case of children who are vulnerable to cognitive and learning problems because of an underlying intellectual disability, EF difficulties will likely exacerbate an already compromised cognitive system. The current review examines cognitive training programs that aim to improve EF, specifically focusing on the potential of this type of intervention for children who have intellectual disabilities. We conclude that despite considerable discrepancies regarding reported intervention effects, these inconsistencies can be attributed to flaws in both program and study design. We discuss the steps needed to address these limitations and to facilitate the advancement of non-pharmaceutical interventions for children with intellectual disabilities",
author = "Kirk, {Hannah Elizabeth} and Gray, {Kylie Megan} and Riby, {Deborah M} and Cornish, {Kim Marie}",
year = "2015",
doi = "10.1016/j.ridd.2014.12.026",
language = "English",
volume = "38",
pages = "145 -- 160",
journal = "Research in Developmental Disabilities",
issn = "0891-4222",
publisher = "Elsevier",

}

TY - JOUR

T1 - Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities

AU - Kirk, Hannah Elizabeth

AU - Gray, Kylie Megan

AU - Riby, Deborah M

AU - Cornish, Kim Marie

PY - 2015

Y1 - 2015

N2 - Core executive functions (EF) such as attention, and working memory have been strongly associated with academic achievement, language development and behavioral stability. In the case of children who are vulnerable to cognitive and learning problems because of an underlying intellectual disability, EF difficulties will likely exacerbate an already compromised cognitive system. The current review examines cognitive training programs that aim to improve EF, specifically focusing on the potential of this type of intervention for children who have intellectual disabilities. We conclude that despite considerable discrepancies regarding reported intervention effects, these inconsistencies can be attributed to flaws in both program and study design. We discuss the steps needed to address these limitations and to facilitate the advancement of non-pharmaceutical interventions for children with intellectual disabilities

AB - Core executive functions (EF) such as attention, and working memory have been strongly associated with academic achievement, language development and behavioral stability. In the case of children who are vulnerable to cognitive and learning problems because of an underlying intellectual disability, EF difficulties will likely exacerbate an already compromised cognitive system. The current review examines cognitive training programs that aim to improve EF, specifically focusing on the potential of this type of intervention for children who have intellectual disabilities. We conclude that despite considerable discrepancies regarding reported intervention effects, these inconsistencies can be attributed to flaws in both program and study design. We discuss the steps needed to address these limitations and to facilitate the advancement of non-pharmaceutical interventions for children with intellectual disabilities

UR - http://ac.els-cdn.com/S0891422214005319/1-s2.0-S0891422214005319-main.pdf?_tid=a46ae5e6-cdd9-11e4-b50d-00000aacb362&acdnat=1426729717_51c5c6e1c68ef082

U2 - 10.1016/j.ridd.2014.12.026

DO - 10.1016/j.ridd.2014.12.026

M3 - Article

VL - 38

SP - 145

EP - 160

JO - Research in Developmental Disabilities

JF - Research in Developmental Disabilities

SN - 0891-4222

ER -