Working memory (WM), which is essential for many academic skills, has been found to predict inattentive behaviours and is a common deficit in ADHD and LD. Recent studies have suggested that WM can be improved by intensive and adaptive computerized training. The purpose of this study is to investigate the effects of a WM training program on WM, attention, behaviour and academics in adolescents with severe LD/ADHD. A total of 60 12 to 17 year olds with ADHD/LD were randomised to one of two computerized intervention programs: working memory training or math training and evaluated before and at three weeks after completion. Adolescents in the WM training group showed greater improvements in some measures of WM than those in the Math training group, but no training effects were observed on any other measures. Findings are discussed in the context of theoretical and practical implications of WM training.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/30089 |
| Date | 29 November 2011 |
| Creators | Gray, Sarah |
| Contributors | Tannock, Rosemary |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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