A randomized trial of two promising computer-based interventions for students with attention difficulties

Area of Science:

• Cognitive psychology
• Educational psychology
• Child development

Background:

• Attention difficulties significantly impact academic achievement.
• Limited research exists on the efficacy of attention-improvement training programs.
• Early intervention is crucial for addressing attention deficits in children.

Purpose of the Study:

• To evaluate the impact of Computerized Attention Training (CAT) and Computer Assisted Instruction (CAI) on attention and academic performance in first graders.
• To determine the short-term and potential long-term effects of these interventions.
• To explore the relationship between persistent attention problems and academic outcomes.

Main Methods:

• A randomized-controlled trial involving 77 inattentive first graders.
• Comparison of outcomes between CAT, CAI, and a control group.
• Assessment of teacher-rated attention problems and academic performance (reading fluency).

Main Results:

• Both CAT and CAI groups showed a decline in teacher-rated attention problems in first grade compared to controls.
• Students in the CAI group demonstrated improvements in reading fluency and academic performance.
• Attention benefits were not sustained into second grade as attention problems decreased across all groups.
• Post hoc analysis suggested potential long-term benefits for children with severe baseline inattentive symptoms.

Conclusions:

• Computerized Attention Training (CAT) and Computer Assisted Instruction (CAI) offer initial evidence of improving classroom attention in children.
• CAI showed additional benefits for reading fluency and academic performance.
• Further research is needed to ascertain if more clinically significant and lasting benefits can be achieved.
• Persistent attention problems are linked to poorer academic performance across various domains.