331
Views
0
CrossRef citations to date
0
Altmetric
Articles

Symbol relations training improves cognitive functioning in students with neurodevelopmental disorders

ORCID Icon, , , & ORCID Icon

References

  • Acevedo, A., & Loewenstein, D. A. (2007). Nonpharmacological cognitive interventions in aging and dementia. Journal of Geriatric Psychiatry and Neurology, 20(4), 239–249. https://doi.org/10.1177/0891988707308808
  • Ackerman, P. L., Beier, M. E., & Boyle, M. O. (2005). Working memory and intelligence: The same or different constructs? Psychological Bulletin, 131(1), 30–60. https://doi.org/10.1037/0033-2909.131.1.30
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub. https://doi.org/10.1176/appi.books.9780890425596
  • Arrowsmith-Young, B. (2012). The woman who changed her brain and other inspiring stories of pioneering brain transformation. Free Press.
  • Azizi, A., Drikvand, F. M., & Sepahvandi, M. A. (2018). Comparison of the effect of cognitive rehabilitation and neurofeedback on sustained attention among elementary school students with specific learning disorder: A preliminary randomized controlled clinical trial. Applied Psychophysiology and Biofeedback, 43(4), 301–307. https://doi.org/10.1007/s10484-018-9410-8
  • Ball, K., Berch, D. B., Helmers, K. F., Jobe, J. B., Leveck, M. D., Marsiske, M., Morris, J. N., Rebok, G. W., Smith, D. M., Tennstedt, S. L., Unverzagt, F. W., & Willis, S. L. (2002). Effects of cognitive training interventions with older adults: A randomized controlled trial. The Journal of the American Medical Association, 288(18), 2271–2281. https://doi.org/10.1001/jama.288.18.2271
  • Blakey, E., & Carroll, D. J. (2015). A short executive function training program improves preschoolers’ working memory. Frontiers in Psychology, 6, 1827. https://doi.org/10.3389/fpsyg.2015.01827
  • Butler, R. W., & Copeland, D. R. (2002). Attentional processes and their remediation in children treated for cancer: A literature review and the development of a therapeutic approach. Journal of the International Neuropsychological Society, 8(1), 115–124. https://doi.org/10.1017/S1355617701020112
  • Calamia, M., Markon, K., & Tranel, D. (2012). Scoring higher the second time around: meta-analyses of practice effects in neuropsychological assessment. The Clinical Neuropsychologist, 26(4), 543–570. https://doi.org/10.1080/13854046.2012.680913
  • Cioni, G., Inguaggiato, E., & Sgandurra, G. (2016). Early intervention in neurodevelopmental disorders: Underlying neural mechanisms. Developmental Medicine and Child Neurology, 58 Suppl 4, 61–66. https://doi.org/10.1111/dmcn.13050
  • Cleaton, M. A. M., & Kirby, A. (2018). Why do we find it so hard to calculate the burden of neurodevelopmental disorders. Journal of Childhood & Developmental Disorders, 04(03), 1–20. https://doi.org/10.4172/2472-1786.100073
  • Cohen, J. (2013). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
  • Cortese, S., Ferrin, M., Brandeis, D., Buitelaar, J., Daley, D., Dittmann, R. W., Holtmann, M., Santosh, P., Stevenson, J., Stringaris, A., Zuddas, A., & Sonuga-Barke, E. J. S. (2015). Cognitive training for attention-deficit/hyperactivity disorder: meta-analysis of clinical and neuropsychological outcomes from randomized controlled trials. Journal of the American Academy of Child and Adolescent Psychiatry, 54(3), 164–174. https://doi.org/10.1016/j.jaac.2014.12.010
  • Craig, F., Margari, F., Legrottaglie, A. R., Palumbi, R., De Giambattista, C., & Margari, L. (2016). A review of executive function deficits in autism spectrum disorder and attention-deficit/hyperactivity disorder. Neuropsychiatric Disease and Treatment, 12, 1191–1202.https://doi.org/10.2147/ndt.s104620
  • Dajani, D. R., & Uddin, L. Q. (2015). Demystifying cognitive flexibility: Implications for clinical and developmental neuroscience. Trends in Neurosciences, 38(9), 571–578. https://doi.org/10.1016/j.tins.2015.07.003
  • de Vries, M., Kenworthy, L., Dovis, S., & Geurts, H. M. (2021). Cognitive training in children with neurodevelopmental conditions. In: T. Strobach & J. Karbach (Eds.), Cognitive training (pp. 351–356). Springer. . https://doi.org/10.1007/978-3-030-39292-5_24
  • Diamond, A., & Ling, D. S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental Cognitive Neuroscience, 18, 34–48. https://doi.org/10.1016/j.dcn.2015.11.005
  • Faedda, N., Romani, M., Rossetti, S., Vigliante, M., Pezzuti, L., Cardona, F., & Guidetti, V. (2019). Intellectual functioning and executive functions in children and adolescents with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD). Scandinavian Journal of Psychology, 60(5), 440–446. https://doi.org/10.1111/sjop.12562
  • Farias, S. T., Giovannetti, T., Payne, B. R., Marsiske, M., Rebok, G. W., Schaie, K. W., Thomas, K., Willis, S., Dzierzewski, J., Unverzagt, F., & Gross, A. L. (2018). Self-perceived difficulties in everyday function precede cognitive decline among older adults in the ACTIVE study. Journal of the International Neuropsychological Society, 24(1), 104–112. https://doi.org/10.1017/S1355617717000546
  • Fenollar-Cortés, J., Navarro Soria, I., González Gómez, C., & García-Sevilla, J. (2015). Cognitive profile for children with ADHD by using WISC-IV: Subtype differences?. Revista de Psicodidáctica, 20(1), 157–176. https://doi.org/10.1387/RevPsicodidact.12531
  • Gathercole, S. E., & Alloway, T. P. (2006). Practitioner review: Short-term and working memory impairments in neurodevelopmental disorders: Diagnosis and remedial support. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 47(1), 4–15. https://doi.org/10.1111/j.1469-7610.2005.01446.x
  • González-Pardo, H., & Álvarez, M. P. (2013). Epigenetics and its implications for psychology. Psicothema, 25(1), 3–12. https://doi.org/10.7334/psicothema2012.327
  • Kassai, R., Futo, J., Demetrovics, Z., & Takacs, Z. K. (2019). A meta-analysis of the experimental evidence on the near-and far-transfer effects among children’s executive function skills. Psychological Bulletin, 145(2), 165–188. https://doi.org/10.1037/bul0000180
  • Kirk, H. E., Gray, K., Riby, D. M., & Cornish, K. M. (2015). Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities. Research in Developmental Disabilities, 38, 145–160. https://doi.org/10.1016/j.ridd.2014.12.026
  • Lecavalier, L., Leone, S., & Wiltz, J. (2006). The impact of behaviour problems on caregiver stress in young people with autism spectrum disorders. Journal of Intellectual Disability Research, 50(Pt 3), 172–183. https://doi.org/10.1111/j.1365-2788.2005.00732.x
  • Mather, N., & Wendling, B. J. (2016). Chapter 6 – Instructional implications from the Woodcock–Johnson IV tests of achievement. In D.P. Flanagan & V.C. Alfonso (Ed.), WJ IV clinical use and interpretation (pp. 151–190). Academic Press. https://doi.org/10.1016/B978-0-12-802076-0.00006-2
  • McGrew, K. S., Schrank, F. A., & Woodcock, R. W. (2007). Woodcock-Johnson III normative update. Riverside Publishing.
  • Melby-Lervåg, M., Redick, T. S., & Hulme, C. (2016). Working memory training does not improve performance on measures of intelligence or other measures of “far Transfer”: Evidence from a meta-analytic review”. Perspectives on Psychological Science, 11(4), 512–534. https://doi.org/10.1177/1745691616635612
  • Miller, D. C. (2013). Essentials of school neuropsychological assessment– (2nd ed.). Wiley.
  • Miyake, A., & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions in Psychological Science, 21(1), 8–14. https://doi.org/10.1177/0963721411429458
  • Peng, P., & Fuchs, D. (2016). A meta-analysis of working memory deficits in children with learning difficulties: Is there a difference between verbal domain and numerical domain? Journal of Learning Disabilities, 49(1), 3–20. https://doi.org/10.1177/0022219414521667
  • Rapport, M. D., Orban, S. A., Kofler, M. J., & Friedman, L. M. (2013). Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes. Clinical Psychology Review, 33(8), 1237–1252. https://doi.org/10.1016/j.cpr.2013.08.005
  • Riccio, C. A., & Gomes, H. (2013). Interventions for executive function deficits in children and adolescents. Applied Neuropsychology Child, 2(2), 133–140. https://doi.org/10.1080/21622965.2013.748383
  • Riccio, C. A., Sullivan, J. R., & Cohen, M. J. (2010). Neuropsychological assessment and intervention for childhood and adolescent disorders. John Wiley & Sons. https://doi.org/10.1002/9781118269954
  • Robinson, K. E., Kaizar, E., Catroppa, C., Godfrey, C., & Yeates, K. O. (2014). Systematic review and meta-analysis of cognitive interventions for children with central nervous system disorders and neurodevelopmental disorders. Journal of Pediatric Psychology, 39(8), 846–865. https://doi.org/10.1093/jpepsy/jsu031
  • Sahoo, M. K., Biswas, H., & Padhy, S. K. (2015). Psychological co-morbidity in children with specific learning disorders. Journal of Family Medicine and Primary Care, 4(1), 21–25. https://doi.org/10.4103/2249-4863.152243
  • Sala, G., & Gobet, F. (2017). Does far transfer exist? Negative evidence from chess, music, and working memory training. Current Directions in Psychological Science, 26(6), 515–520. https://doi.org/10.1177/0963721417712760
  • Schrank, F. A., Mather, N., & McGrew, K. S. (2014). Woodcock-Johnson IV Tests of Cognitive Abilities. Riverside. https://doi.org/10.1177/0734282915571408
  • Schrank, F. A., & Wendling, B. J. (2018). The Woodcock–Johnson IV: Tests of cognitive abilities, tests of oral language, tests of achievement. In D. P. Flanagan & E. M. McDonough (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 383–451). The Guilford Press.
  • Shah, P., Buschkuehl, M., Jaeggi, S., & Jonides, J. (2012). Cognitive training for ADHD: The importance of individual differences. Journal of Applied Research in Memory and Cognition, 1(3), 204–205. https://doi.org/10.1016/j.jarmac.2012.07.001
  • Spratt, E. G., Friedenberg, S. L., Swenson, C. C., Larosa, A., De Bellis, M. D., Macias, M. M., Summer, A. P., Hulsey, T. C., Runyan, D. K., & Brady, K. T. (2012). The effects of early neglect on cognitive, language, and behavioral functioning in childhood. Psychology, 3(2), 175–182. https://doi.org/10.4236/psych.2012.32026
  • Storebø, O. J., Elmose Andersen, M., Skoog, M., Joost Hansen, S., Simonsen, E., Pedersen, N., Tendal, B., Callesen, H. E., Faltinsen, E., Gluud, C., & Storebø, O. J. (2019). Social skills training for attention deficit hyperactivity disorder (ADHD) in children aged 5 to 18 years. Cochrane Library, 2019(6), CD008223–CD008223. https://doi.org/10.1002/14651858.CD008223.pub3
  • Stott, J., & Spector, A. (2011). A review of the effectiveness of memory interventions in mild cognitive impairment (MCI). International Psychogeriatrics, 23(4), 526–538. https://doi.org/10.1017/S1041610210001973
  • Titz, C., & Karbach, J. (2014). Working memory and executive functions: effects of training on academic achievement. Psychological Research, 78(6), 852–868. https://doi.org/10.1007/s00426-013-0537-1
  • Toffalini, E., Giofrè, D., & Cornoldi, C. (2017). Strengths and weaknesses in the intellectual profile of different subtypes of specific learning disorder: A study on 1,049 diagnosed children. Clinical Psychological Science, 5(2), 402–409. https://doi.org/10.1177/2167702616672038
  • Torske, T., Naerland, T., Øie, M. G., Stenberg, N., & Andreassen, O. A. (2017). Metacognitive aspects of executive function are highly associated with social functioning on parent-rated measures in children with autism spectrum disorder. Frontiers in Behavioral Neuroscience, 11, 258. https://doi.org/10.3389/fnbeh.2017.00258
  • Wang, C., Jaeggi, S. M., Yang, L., Zhang, T., He, X., Buschkuehl, M., & Zhang, Q. (2019). Narrowing the achievement gap in low-achieving children by targeted executive function training. Journal of Applied Developmental Psychology, 63, 87–95. https://doi.org/10.1016/j.appdev.2019.06.002
  • Weber, R. C., Denyer, R., Motamed Yeganeh, N., Maja, R., Murphy, M., Martin, S., Chiu, L., Nguy, V., White, K., & Boyd, L. (2019). Interpreting the preliminary outcomes of the arrowsmith Programme: a neuroimaging and behavioural study. Learning: Research and Practice, 5(2), 126–148. https://doi.org/10.1080/23735082.2019.1674908
  • Yang, C., Moore, A., Mpofu, E., Dorstyn, D., Li, Q., & Yin, C. (2020). Effectiveness of combined cognitive and physical interventions to enhance functioning in older adults with mild cognitive impairment: A systematic review of randomized controlled trials. The Gerontologist, 60(8), 633–642. https://doi.org/10.1093/geront/gnz149
  • Zhang, H., Huntley, J., Bhome, R., Holmes, B., Cahill, J., Gould, R. L., Wang, H., Yu, X., & Howard, R. (2019). Effect of computerised cognitive training on cognitive outcomes in mild cognitive impairment: A systematic review and meta-analysis. BMJ Open, 9(8), e027062. https://doi.org/10.1136/bmjopen-2018-027062

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.