Attention and working memory training: A feasibility study in children with neurodevelopmental disorders

Area of Science:

• Neuroscience
• Developmental Psychology
• Educational Technology

Background:

• Fetal Alcohol Spectrum Disorders (FASD) and Autism Spectrum Disorders (ASD) are neurodevelopmental conditions often associated with cognitive deficits, particularly in attention and working memory.
• Existing interventions may have limitations in engagement and generalization of skills for children with FASD and ASD.
• Game-based interventions offer a novel approach to target specific cognitive processes in pediatric populations.

Purpose of the Study:

• To investigate the efficacy of a game-based intervention, Caribbean Quest (CQ), for enhancing attention and working memory in children with FASD and ASD.
• To assess the transfer of cognitive gains to academic skills, specifically reading fluency.
• To evaluate the feasibility and acceptance of the intervention delivered by educational assistants in a school setting.

Main Methods:

• A game-based intervention (CQ) targeting attention and working memory was delivered to children (ages 6-13) with FASD or ASD.
• The intervention incorporated metacognitive strategies facilitated by trained educational assistants (EAs).
• Training involved approximately 12 hours over 8-12 school weeks, with pre- and post-testing of cognitive and academic measures.

Main Results:

• Significant improvements were observed in measures of working memory and attention, including reduced distractibility and enhanced divided attention.
• Children demonstrated significant gains in reading fluency, indicating transfer of cognitive improvements to academic performance.
• Educational assistants reported the intervention was easy to deliver, enjoyable for children, and that metacognitive strategies were transferred to the classroom.

Conclusions:

• The game-based process-specific intervention shows promise as an effective tool for improving attention and working memory in children with FASD or ASD.
• The observed transfer to reading fluency suggests broader cognitive and academic benefits.
• The intervention's feasibility and positive reception support its integration into treatment plans for these populations.