[The Effects of Computerized Working Memory Training On Individuals with Co-Morbid ADHD and Math Difficulties]

by

Acknowledgement

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

Signed __________________ Date _________________

The Effects of Computerized Working Memory Training On Individuals with Co-Morbid ADHA And Math Difficulties

Introduction

Working memory has been defined as the system which actively holds information in the mind to do verbal and nonverbal tasks such as reasoning and comprehension, and to make it available for further information processing. Working memory tasks are those that require the goal-oriented active monitoring or manipulation of information or behaviors in the face of interfering processes and distractions. The cognitive processes involved include the executive and attention control of short-term memory which provide for the interim integration, processing, disposal, and retrieval of information. Working memory is a theoretical concept central both to cognitive psychology and neuroscience.

The Present Investigation

This research will utilize a quasi-experimental design to assess the effectiveness of a computerized cognitive training program. Specifically, a pre-test, 4 week post-test, and 4 month follow-up post test study without a control group will be used to assess the effectiveness of the intervention on a purposive sample of individuals receiving special education services.

Hypothesis

The implementation of a computerized cognitive training program will have a significant effect on achievement, various cognitive processes, and observed behaviors on a purposive sample of individuals identified with a disability.

Method Participants

This study will utilize a quantitative, quasi-experimental design to evaluate whether the implementation of a computerized cognitive training program will have a significant effect on achievement, various cognitive processes, and observed behaviors on a purposive sample of individuals identified with a disability. Specifically, the sample will be assessing the effectiveness of the computerized cognitive training on children identified with math difficulties and ADHD or on individuals who present with ADHD symptoms if not formally diagnosed.

Participants in the study will be 40 children (31 boys) who met Diagnostic and Statistical Manual of Mental Disorders (4th ed., Text Revision; DSM-IV-TR; American Psychiatric Association, 2000) criteria for combined type ADHD group and a group of 40 normally developing children individually matched for age (±6 months) and gender (control group). The age range of children in the ADHD group will be 6 years to 12 years 1 month (M = 8 years 2 months, SD = 20 months), and for the control group, 6 to 12 years (M = 8 years 2 months, SD = 20 months). The majority of children in both groups (ADHD = 92.5 %, Control = 87.5%) will be identified by their parents as of European descent. Within the ADHD group, 21 (52.5%) children had a comorbid diagnosis of oppositional ...