Catherine Archambault1, Domenico Tullo2, Emma Clark2, Jocelyn Faubert3, Armando Bertone2. 1. Department of Educational and Counselling Psychology, McGill University, 3700 McTavish St, Montréal, QC, H3A 1Y2, Canada. catherine.archambault@mail.mcgill.ca. 2. Department of Educational and Counselling Psychology, McGill University, 3700 McTavish St, Montréal, QC, H3A 1Y2, Canada. 3. École D'Optométrie, Université de Montréal, Montreal, Canada.
Abstract
BACKGROUND: This feasibility study investigated the viability of implementing a cognitive-based training program (NeuroTracker) and assessing its potential effects on academic performance for adolescents with extremely low IQ. METHODS: Twenty-six adolescents aged between 11 and 16 years with a Wechsler-based IQs in the extremely low range (MIQ = 56.00, SDIQ = 13.89) completed 15 training sessions on either the NeuroTracker or an active control task; math and reading performance were assessed using clinically validated instruments before and after training. Recruitment and retention rates, adherence, and properties of the academic measures were assessed. RESULTS: All recruited participants completed 15 training sessions within a 6-week period. Eighty-three percent of participants meeting initial inclusion criteria completed all stages of the study from baseline to post-intervention assessments. Some limitations of the academic measures were identified. CONCLUSIONS: Results suggest that implementing NeuroTracker as a classroom-based intervention and using clinically validated outcome measures is feasible with this population.
BACKGROUND: This feasibility study investigated the viability of implementing a cognitive-based training program (NeuroTracker) and assessing its potential effects on academic performance for adolescents with extremely low IQ. METHODS: Twenty-six adolescents aged between 11 and 16 years with a Wechsler-based IQs in the extremely low range (MIQ = 56.00, SDIQ = 13.89) completed 15 training sessions on either the NeuroTracker or an active control task; math and reading performance were assessed using clinically validated instruments before and after training. Recruitment and retention rates, adherence, and properties of the academic measures were assessed. RESULTS: All recruited participants completed 15 training sessions within a 6-week period. Eighty-three percent of participants meeting initial inclusion criteria completed all stages of the study from baseline to post-intervention assessments. Some limitations of the academic measures were identified. CONCLUSIONS: Results suggest that implementing NeuroTracker as a classroom-based intervention and using clinically validated outcome measures is feasible with this population.
Authors: A Chacko; A-C V Bedard; D Marks; G Gopalan; N Feirsen; J Uderman; A Chimiklis; E Heber; M Cornwell; L Anderson; A Zwilling; M Ramon Journal: Child Neuropsychol Date: 2017-02-23 Impact factor: 2.500
Authors: Daniel J Simons; Walter R Boot; Neil Charness; Susan E Gathercole; Christopher F Chabris; David Z Hambrick; Elizabeth A L Stine-Morrow Journal: Psychol Sci Public Interest Date: 2016-10