Working Memory Training in Children with Neuropsychiatric Disorders and Mild to Borderline Intellectual Functioning: the Role of Coaching
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2002-06-29
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en
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Background: Poor working memory (WM) seems to be a core deficit in children with mild to borderline intellectual disability (MBID; IQ: 60-85) and comorbid neuropsychiatric disorder like ADHD and Autism spectrum disorder (ASD). Working memory training (WMT) has been shown effective several neurocognitive, academic and behavioural outcomes in children with MBID, ADHD, ASD and these diagnoses combined. It is hypothesised that personalised, active coaching and feedback within WMT could be a beneficial factor in WM improvement. Method: A double-blind, randomised controlled trial in children (aged 10-14) with MBID and comorbid neuropsychiatric disorders (ADHD and/or ASD). Two groups received a less intensive but prolonged version of the original Cogmed WMT for 30 min a day, 4 days a week, 8 weeks in total. Condition 1 (N=18) received active, personalised coaching and feedback, based on their actual individual performance during training. Condition 2 (N=22) received the same minutes of contact, but no active personalised coaching (so only general non-personalised coaching). A neurocognitive assessment (working memory, executive functioning and academic achievements), and questionnaires were administered, before- and after training. A follow-up was performed after 6 months. Results: A total of 212 children were screened for eligibility and 40 were randomised. A repeated measures ANOVA analysis showed a significant time effect in both groups on our primary outcome measure (backward block recall; P < 0.001) as well as a significant time effect on multiple secondary neurocognitive and academic outcome measures. No significant interaction effects were found between time and group on the backward block recall (P= .953) and on secondary neurocognitive-, academic- and behavioural outcomes. Conclusions: This study suggests that WMT could be beneficial for children with MBID and comorbid ADHD and/or ASD on neurocognitive- and academic tasks over time, whereas the way of coaching is not a contributing factor in WMT.
Keywords: Mild to borderline intellectual disability (MIBD), ADHD, ASD, working memory training, coaching.
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Faculteit der Sociale Wetenschappen