Computer-based working memory training in children with mild intellectual disability

The impact of behavioural executive functioning and intelligence on math abilities in children with intellectual disabilities

“…Training EF skills might be a promising window of opportunity to also improve math skills. Both in children with and without ID, some modest effects of EF training have been found (Van Der Molen et al , ; Diamond & Lee ; Diamond ; Söderqvist et al ; Delavarian et al ). It would be worthwhile to investigate whether increasing WM, shifting and inhibition skills would also lead to better math outcome in this group.…”

Studying the effects of computer serious games on people with intellectual disabilities or autism spectrum disorder: A systematic literature review

“…The studies of intellectual functioning are addressing skills such as attention and understanding (Rezaiyan et al, 2007), working memory (Delavarian et al, 2015), punctuation and comprehension (Segatto et al, 2017), and cognitive skills (Siberski et al, 2014;Tsimaras et al, 2014). Also, the study regarding performing recycling tasks is included, because the feature of problem solving is mainly presented in the study by Chang et al (2014).…”

“…Another study that used observations in evaluating the effect of a SG is presented in the study presented by Ripamonti and Maggiorini (2011). The same method was also followed in a study by Delavarian et al (2015), but the follow-up testing session was encouraging. The groups were split into control and experimental group and the pretesting-posttesting method was followed.…”

“…In the study by Rezaiyan et al (2007), the researchers used the pretesting-posttesting method to evaluate a set of computer SGs that aimed to improve the attention and understanding of 60 children with ID. The training group consisted of seven children with ID (aged 9-14) and the control group of five children with ID and 12 typically developed children, aged 10-15, that participated only in the assessment process (Delavarian et al, 2015). In addition to performing a test before and after the intervention period, the researchers added another testing session 5 weeks after the intervention, in order to evaluate the long-term improvement.…”

“…In order to achieve this, the educators need to define personalized goals and apply the appropriate teaching methods (Polychronopoulou, 2010). The addition of serious games (SGs) in the learning process of people with ID and people with ASD was recently introduced (Bartoli, Corradi, Garzotto, & Valoriani, 2013;Delavarian, Bokharaeian, Towhidkhah, & Gharibzadeh, 2015).…”