Journal of intellectual disability research : JIDR · 2010
Effectiveness of a computerised working memory training in adolescents with mild to borderline intellectual disabilities.
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Van der Molen M J, Van Luit J E H, Van der Molen M W, Klugkist I, Jongmans M J
Аннотация
BACKGROUND: The goal of this study is to evaluate the effectiveness of a computerised working memory (WM) training on memory, response inhibition, fluid intelligence, scholastic abilities and the recall of stories in adolescents with mild to borderline intellectual disabilities attending special education.
METHOD: A total of 95 adolescents with mild to borderline intellectual disabilities were randomly assigned to either a training adaptive to each child's progress in WM, a non-adaptive WM training, or to a control group.
RESULTS: Verbal short-term memory (STM) improved significantly from pre- to post-testing in the group who received the adaptive training compared with the control group. The beneficial effect on verbal STM was maintained at follow-up and other effects became clear at that time as well. Both the adaptive and non-adaptive WM training led to higher scores at follow-up than at post-intervention on visual STM, arithmetic and story recall compared with the control condition. In addition, the non-adaptive training group showed a significant increase in visuo-spatial WM capacity.
CONCLUSION: The current study provides the first demonstration that WM can be effectively trained in adolescents with mild to borderline intellectual disabilities.
METHOD: A total of 95 adolescents with mild to borderline intellectual disabilities were randomly assigned to either a training adaptive to each child's progress in WM, a non-adaptive WM training, or to a control group.
RESULTS: Verbal short-term memory (STM) improved significantly from pre- to post-testing in the group who received the adaptive training compared with the control group. The beneficial effect on verbal STM was maintained at follow-up and other effects became clear at that time as well. Both the adaptive and non-adaptive WM training led to higher scores at follow-up than at post-intervention on visual STM, arithmetic and story recall compared with the control condition. In addition, the non-adaptive training group showed a significant increase in visuo-spatial WM capacity.
CONCLUSION: The current study provides the first demonstration that WM can be effectively trained in adolescents with mild to borderline intellectual disabilities.
Предметные рубрики MeSH
AdolescentAptitudeColor PerceptionComputer-Assisted InstructionDiscrimination LearningEducation, SpecialExecutive FunctionFemaleHumansIntellectual DisabilityIntelligenceMaleMemory, Short-TermNetherlandsOrientationPattern Recognition, VisualPractice, PsychologicalPsychomotor PerformanceReaction TimeSerial LearningTreatment OutcomeVerbal Learning