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Working Memory Training for Children with Attention Problems or Hyperactivity: A School-Based Pilot Study

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Abstract

We piloted a computer program to train working memory for children with attention problems or hyperactivity who attended an urban public school serving economically disadvantaged neighborhoods. Training was conducted daily for 5 weeks during school hours. Teachers rated children’s behaviors before and after the intervention, and standardized assessments of verbal and visuo-spatial working memory were also conducted. No attrition occurred due to an inability or unwillingness on the part of children to complete the training. Overall, children’s behavior and working memory improved following training, compared to baseline. Our findings suggest that school-based working memory training may be a viable means for treating children with attention problems or hyperactivity that warrants further investigation. This approach may also overcome barriers to care delivery for economically disadvantaged children who are known to be at higher risk for poor school outcomes.

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Acknowledgments

The authors would like to acknowledge Delvina Miremadi, B.A., for her work in carrying out the intervention and Jennifer Turek-Queally, Ph.D., for her advice concerning the measurement of working memory.

Disclosures

The authors have no financial interests in CogMed Cognitive Medical Systems nor any other financial conflicts of interest to disclose.

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Authors and Affiliations

  1. Department of Psychiatry, Children’s Hospital, HU-121, 300 Longwood Avenue, Boston, MA, 02115, USA

    Enrico Mezzacappa & John C. Buckner

Authors
  1. Enrico Mezzacappa
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  2. John C. Buckner
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Correspondence to Enrico Mezzacappa.

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Mezzacappa, E., Buckner, J.C. Working Memory Training for Children with Attention Problems or Hyperactivity: A School-Based Pilot Study. School Mental Health 2, 202–208 (2010). https://doi.org/10.1007/s12310-010-9030-9

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  • DOI: https://doi.org/10.1007/s12310-010-9030-9

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