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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
Published on: September 20, 2020
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A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility
Anita Rowe1, Jill Titterington2, Joni Holmes3
1Institute of Nursing and Health Research, Ulster University, Shore Road, Newtownabbey, Co Antrim, BT37 0QB, Northern Ireland. harron-a@ulster.ac.uk.
Pilot and Feasibility Studies
|February 7, 2021
Summary
The RECALL intervention shows promise for improving children's language and attention by targeting working memory (WM). However, fidelity issues suggest it should be delivered in small groups with enhanced professional training for better results.
Area of Science:
- Pediatric Speech and Language Therapy
- Cognitive Intervention in Early Childhood Education
Background:
- Classroom-based interventions are needed for children with language disorders.
- Working memory (WM) is crucial for attention and language development.
- The RECALL program targets WM in 4-5-year-olds.
Purpose of the Study:
- To assess the feasibility of a definitive trial for the RECALL intervention.
- To evaluate recruitment, compliance, fidelity, and acceptability of RECALL.
- To determine the appropriateness of outcome measures for children with language disorders.
Main Methods:
- A cluster randomized feasibility trial involving 6 classes (4-5-year-olds).
- Intervention groups: RECALL, attention-only intervention, or usual education.
- Data collection included classroom observations and semi-structured interviews.
Main Results:
- Recruitment targets met; sampling procedures need revision.
- High compliance (95%) but variable fidelity (45-76%) due to class size and facilitator understanding.
- Fidelity issues impacted intervention dose, especially for at-risk children.
Conclusions:
- The RECALL trial protocol is scalable with an amended sampling procedure.
- Repackaging RECALL as a small group intervention can improve fidelity and acceptability.
- Thorough training is essential for professionals delivering classroom-based language interventions.
