Institution: de Bascule
Investigator(s): Dr. Anne-Claire Beernink, Marthe van der Donk
Program: Cogmed RM
Background & Aim: Research shows that children with ADHD have deficits in executive functions (attentional control, inhibition and working memory (WM)) that are vital for academic performance. Deficits in WM skills have been linked with problems in learning and classroom behavior and individuals with these deficits are also at risk for poor educational progress. Although findings by Klingberg et al. (2002; 2005) and Holmes et al. (2009) suggest that WM and attention can be trained and that these training effects can transfer to improvements in academic outcomes, some research still supports the need for educational based interventions in the classroom. Thus, the current research will examine how different WM interventions address the academic performance of children with ADHD.
Population & Sample Size: N = 100 children with ADHD/ADD & WM constraints, ages 8 -12 years
Design: Randomized, Controlled, Test-retest, 6 month follow-up