Symbol relations training improves cognitive functioning in students with neurodevelopmental disorders

Area of Science:

• Neuropsychology
• Cognitive Psychology
• Developmental Psychology

Background:

• Students with neurodevelopmental disorders (Specific Learning Disorders, Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder) often face learning difficulties.
• Cognitive weaknesses underlie these challenges, making effective intervention development a priority.
• Designing targeted cognitive interventions remains a significant challenge in neuropsychology.

Purpose of the Study:

• To investigate the efficacy of intensive practice of a specific component of the Arrowsmith Program.
• To determine if targeted cognitive training improves cognitive functions in students with neurodevelopmental disorders.

Main Methods:

• Twenty-seven students (ages 9.4-18.4) with neurodevelopmental disorders participated.
• A 6-week intensive practice of the Symbol Relations Task was administered.
• Cognitive abilities were assessed using the Woodcock-Johnson IV Tests of Cognitive Abilities before and after the intervention.

Main Results:

• Significant improvements were observed in multiple measures of neuropsychological assessment.
• Specific gains were noted in Cattell-Horn-Carroll broad abilities.
• Paired sample t-tests indicated statistically significant cognitive skill improvement.

Conclusions:

• Intensive practice of the Symbol Relations Task within the Arrowsmith Program shows promise for improving cognitive functions.
• These findings support the utility of this novel cognitive intervention approach for students with neurodevelopmental disorders.
• Further research is warranted to explore the broader applications and long-term effects of this intervention.