Impact of attention training on academic achievement, executive functioning and behaviour in children with developmental disabilities

A randomised controlled trial

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Children with intellectual and developmental disabilities (IDD) experience significant difficulties in attention, learning, executive functions, and behavioral regulation. Emerging evidence suggests that computerized cognitive training may remediate these impairments. In a double blind controlled trial, 76 children with IDD (4-11 years) were randomized to either an attention training (n = 38) or control program (n = 38). Both programs were completed at home over a 5-week period. Outcome measures assessed literacy, numeracy, executive functioning, and behavioral/emotional problems, and were conducted at baseline, posttraining, and 3-month follow-up. No training effects were observed at post-training; however, children in the training group showed greater improvements in numeracy skills at the 3-month follow-up. These results suggest that attention training may be beneficial for children with IDD; however, the modest nature of the intervention effects indicate that caution should be taken when interpreting clinical significance
Original languageEnglish
Pages (from-to)97-117
Number of pages21
JournalAmerican Journal on Intellectual and Developmental Disabilities
Volume122
Issue number2
DOIs
Publication statusPublished - Mar 2017

Keywords

  • Attention
  • Cognitive training
  • Developmental disability
  • Intellectual disability

Cite this

@article{435bd7889f4343469176696bc064cf40,
title = "Impact of attention training on academic achievement, executive functioning and behaviour in children with developmental disabilities: A randomised controlled trial",
abstract = "Children with intellectual and developmental disabilities (IDD) experience significant difficulties in attention, learning, executive functions, and behavioral regulation. Emerging evidence suggests that computerized cognitive training may remediate these impairments. In a double blind controlled trial, 76 children with IDD (4-11 years) were randomized to either an attention training (n = 38) or control program (n = 38). Both programs were completed at home over a 5-week period. Outcome measures assessed literacy, numeracy, executive functioning, and behavioral/emotional problems, and were conducted at baseline, posttraining, and 3-month follow-up. No training effects were observed at post-training; however, children in the training group showed greater improvements in numeracy skills at the 3-month follow-up. These results suggest that attention training may be beneficial for children with IDD; however, the modest nature of the intervention effects indicate that caution should be taken when interpreting clinical significance",
keywords = "Attention, Cognitive training, Developmental disability, Intellectual disability",
author = "Hannah Kirk and Kylie Gray and Kirsten Ellis and John Taffe and Kim Cornish",
year = "2017",
month = "3",
doi = "10.1352/1944-7558-122.2.97",
language = "English",
volume = "122",
pages = "97--117",
journal = "American Journal on Intellectual and Developmental Disabilities",
issn = "1944-7515",
number = "2",

}

TY - JOUR

T1 - Impact of attention training on academic achievement, executive functioning and behaviour in children with developmental disabilities

T2 - A randomised controlled trial

AU - Kirk, Hannah

AU - Gray, Kylie

AU - Ellis, Kirsten

AU - Taffe, John

AU - Cornish, Kim

PY - 2017/3

Y1 - 2017/3

N2 - Children with intellectual and developmental disabilities (IDD) experience significant difficulties in attention, learning, executive functions, and behavioral regulation. Emerging evidence suggests that computerized cognitive training may remediate these impairments. In a double blind controlled trial, 76 children with IDD (4-11 years) were randomized to either an attention training (n = 38) or control program (n = 38). Both programs were completed at home over a 5-week period. Outcome measures assessed literacy, numeracy, executive functioning, and behavioral/emotional problems, and were conducted at baseline, posttraining, and 3-month follow-up. No training effects were observed at post-training; however, children in the training group showed greater improvements in numeracy skills at the 3-month follow-up. These results suggest that attention training may be beneficial for children with IDD; however, the modest nature of the intervention effects indicate that caution should be taken when interpreting clinical significance

AB - Children with intellectual and developmental disabilities (IDD) experience significant difficulties in attention, learning, executive functions, and behavioral regulation. Emerging evidence suggests that computerized cognitive training may remediate these impairments. In a double blind controlled trial, 76 children with IDD (4-11 years) were randomized to either an attention training (n = 38) or control program (n = 38). Both programs were completed at home over a 5-week period. Outcome measures assessed literacy, numeracy, executive functioning, and behavioral/emotional problems, and were conducted at baseline, posttraining, and 3-month follow-up. No training effects were observed at post-training; however, children in the training group showed greater improvements in numeracy skills at the 3-month follow-up. These results suggest that attention training may be beneficial for children with IDD; however, the modest nature of the intervention effects indicate that caution should be taken when interpreting clinical significance

KW - Attention

KW - Cognitive training

KW - Developmental disability

KW - Intellectual disability

U2 - 10.1352/1944-7558-122.2.97

DO - 10.1352/1944-7558-122.2.97

M3 - Article

VL - 122

SP - 97

EP - 117

JO - American Journal on Intellectual and Developmental Disabilities

JF - American Journal on Intellectual and Developmental Disabilities

SN - 1944-7515

IS - 2

ER -