Abstract

Students with neurodevelopmental disorders [Specific Learning Disorders (SLD), Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD)] often experience learning challenges due to underlying weaknesses in cognitive processes. As these are some of the most common conditions to impact functioning, the development of effective treatments is a priority for neuropsychologists. However, the task of designing effective cognitive interventions has proven one of the most difficult challenges for our field. The Arrowsmith Program uses a novel approach compared to other cognitive intervention programs. We hypothesized that intensive practice of one aspect of this program would lead to improved cognitive functions in students with neurodevelopmental disorders. Twenty-seven students with neurodevelopmental disorders (ages 9.4–18.4 years) were recruited from Arrowsmith schools. Cognitive baseline and post-intervention data were gathered using components of the Woodcock–Johnson IV Tests of Cognitive Abilities. The intervention consisted of 6 weeks of intensive practice of the Symbol Relations Task. W-scores were used in a paired sample t-test analysis to determine if cognitive skill improvement occurred. Significant improvements were found in several measures of neuropsychological assessment, in particular in the Cattell–Horn–Carroll broad abilities These results provide a foundation for further work examining the utility of this novel approach to cognitive intervention.

摘要

患有神经发育障碍[特定学习障碍 (SLD)、注意力缺陷多动障碍 (ADHD)、自闭症谱系障碍 (ASD)] 的学生由于认知过程中的潜在弱点而经常遇到学习挑战。由于这些是影响功能的一些最常见的情况，因此开发有效的治疗方法是神经心理学家的首要任务。然而，设计有效的认知干预的任务已被证明是我们领域最困难的挑战之一。与其他认知干预计划相比，Arrowsmith 计划使用了一种新颖的方法。我们假设该计划的一个方面的强化练习将改善患有神经发育障碍的学生的认知功能。27 名患有神经发育障碍的学生（9.4-18 岁。4 年）从阿罗史密斯学校招募。使用 Woodcock-Johnson IV 认知能力测试的组件收集认知基线和干预后数据。干预包括符号关系任务的 6 周密集练习。W分数用于配对样本t检验分析以确定是否发生认知技能提高。在神经心理学评估的多项测量中发现了显着改善，特别是在 Cattell-Horn-Carroll 广泛能力方面。这些结果为进一步研究这种新方法在认知干预中的效用提供了基础。