Searchable and printable ICON2. Date and time: Tuesday 1. Format and topic: Symposium, Developmental. Coordinator: Kim Cornish. Top VIdeos. Warning: Invalid argument supplied for foreach() in /srv/users/serverpilot/apps/jujaitaly/public/index.php on line 447. New York, 1994, New York, July 1, 1992 Persisting and Spreading Contrail. Mt Hood, Oregon, October 1964, Ed’s JG Photos Mt Hood, July 15th 1985, Rob DeGraff.
Title: Building Cognitive Architecture in Atypically Developing Populations: Assessing The Potential of Targeted Cognitive Training. Symposium abstract: The efficacy of cognitive training programs has been one of the most widely debated and controversial topics in cognitive neuroscience in recent years. There are numerous commercialised products claiming to improve cognitive and brain function without any high quality scientific evidence, which has contributed to significant skepticism by cognitive neuroscientists. Regarding evidence based cognitive training programs, methodological limitations are common and few have used a longitudinal approach to capture subtle developmental changes in cognition. In this symposium, we highlight four recent longitudinal, randomised controlled trials (RCTs) that have been conducted in 'at- risk' child populations. We focus on two fundamental cognitive domains: attention and working memory, known to be 'gateways to learning'. Speaker 1 focused on children born extremely preterm, evaluating the effectiveness of a working memory training program using neuroimaging and neurocognitive assessments over a 2- year period. Speaker 2 studied children with neurodevelopmental disorders such as autism to determine if a novel interactive attention training program can improve separable components of attention e. In children with traumatic brain injury Speaker 3 examined whether a working memory training program improved separable components of working memory e. Speaker 4 tested in a population- based sample of children screened for low working memory, the effectiveness of a working memory training program in a school- setting for improving academic performance over a 2- year period. Collectively, these findings build a strong case for utilising cognitive training in targeted groups of children. It seems unrealistic to expect training to benefit all paediatric populations. Instead, this work builds a pathway to a greater understanding of which children benefit most and when. Speaker: Peter J Anderson, Leona Pascoe, Elysha Josev, Gehan Roberts, Deanne K Thompson, Marc Seal, Katherine Lee, Chiara Nosarti, Susan Gathercole, Lex W Doyle. Title: Randomised Controlled Trial of Working Memory Training with Extremely Preterm Children. Abstract: Objective: Preterm children are at significant risk for a range of neurodevelopmental difficulties, including their capacity to learn and process new information. It has been suggested that inattention and impaired working memory are primary deficits for preterm children, contributing to their learning and behavioural problems. The aim of this trial was to assess the effectiveness of a cognitive training program in extremely preterm (EP)/extremely low birth weight (ELBW) 7- year- olds in improving working memory, attention and academic achievement compared with a placebo program. Design/Methods: Double- blind placebo- controlled, randomised trial of the Cogmed RM program with 7- year children born EP (< 2. ELBW (< 1. 00. Participants were randomised to receive Cogmed or a placebo training program. The Cogmed program involves intensive and adaptive training of working memory (2. The placebo program is identical but the tasks are set to a low complexity level so that working memory is not taxed. Working memory, attention and academic achievement were assessed pre- intervention and post- intervention (within 2 weeks, and 1. Brain MRI scans were performed pre- and post- intervention to assess training induced neuroplasticity. Results: 4. 5 children were randomised to Cogmed and 4. The intervention and placebo groups were well- matched, and at baseline performed similarly on working memory and attention measures. No group differences were found immediately post training on tests of working memory, attention or academic achievement, and mixed model analyses found no group differences in change over time. No training induced neuroplasticity was observed. Longer term outcomes related to working memory training are ongoing. Conclusions: Cogmed was not effective in improving working memory, attention or academic achievement, and did not alter brain structure immediately following training in this cohort of EP/ELBW 7- year- olds. Speaker: Natalie L Phillips, Anna Mandalis, Suzanne Benson, Louise Parry, Adrienne Epps, Angie Morrow, Suncica Lah. Title: Working Memory Training for Children with Moderate- Severe Traumatic Brain Injury: A Randomised Controlled Trial. Abstract: Objective: Paediatric traumatic brain injury (TBI) places children at risk of deficits in working memory (WM), which is a multi- component system comprising a central executive (CE), phonological loop (PL), and visuospatial sketchpad (VSSP). WM is strongly related to attention and academic skills in childhood. This study aimed to examine whether different components of WM can be improved following adaptive WM training (Cogmed) and whether improvements in WM generalise to other cognitive (attention) and academic skills (reading and mathematics) in children with TBI. Design/Methods: Double- blind, randomised, placebo- controlled trial. Twenty- seven children with moderate- severe TBI (8- 1. TBI) were randomized to 5- 7 weeks (2. WM training (Cogmed; n = 1. WM training (active placebo; n = 1. Standardised tests of WM, attention, and academic skills were administered at pre- training, post- training, and 3- months follow- up. Results: Children in the adaptive group demonstrated significantly greater gains on select WM tasks (VSSP, but not PL or CE) from pre- to post- training (pre- post) and pre- training to follow- up (pre- follow- up). No gains were found on tests of attention. Adaptive training resulted in significantly greater gains on select academic skills (reading, but not mathematics): reading accuracy pre- follow- up. Conclusions: This first, to our knowledge, study to examine the efficacy of adaptive WM training for children with TBI provides preliminary evidence of near and far transfer of training to WM and academic skills, respectively. Speaker: Hannah E Kirk, Kylie M Gray, Kirsten Ellis, John Taffe, Kim M Cornish. Title: Attention Training for Children with Neurodevelopmental Disabilities: A Randomised Controlled Trial. Abstract: Objective: Children with intellectual and developmental disabilities (IDD) experience heightened attention difficulties which have been linked to poorer cognitive, academic and social outcomes. Although, increasing research has focused on the potential of cognitive training in reducing attention problems, limited studies have assessed whether this intervention could be utilised for those with IDD. This study aimed to assess the efficacy of an attention training program in children with IDD in improving core attention skills, problem behaviours and academic outcomes (literacy and numeracy). Design/Methods: In a double blind randomised controlled trial, 7. IQ< 7. 5) aged 4 to 1. TALI) or a non- adaptive control program. Both programs were completed at home over a 5 week period and consisted of 2. Attention, academic skills and problem behaviours were assessed at pre- training, post- training, and a 3 month follow- up. Results: Children in the attention training condition showed greater improvement in selective attention performance compared to children in the control condition. These improvements were maintained 3 months after training had ceased. The attention training program was not effective in promoting improvements in other aspects of attention, problem behaviours or academic skills at post- training; however at follow- up the training group showed greater improvements in numeracy skills. Conclusions: The findings suggest that although attention training may enhance some aspects of attention and learning in children with IDD further refinement of the intervention is needed to promote larger, more global improvements. Speaker: Megan M Spencer- Smith, Jon Quach, Gehan Roberts, Fiona Mensah, Susan Gathercole, Melissa Wake, Peter J Anderson. Title: Individual Differences in Response to Working Memory Training: A Population- Based Randomised Controlled Trial. Abstract: Objective: Memory Maestros was the first population- based randomised trial of a working memory training program in children 6- 7 years screened as having low working memory.
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