Interventions targeting working memory in 4–11 year olds within their everyday contexts: A systematic review

Rowe, Anita; Titterington, Jill; Holmes, Joni; Henry, Lucy A.; Taggart, Laurence

doi:10.1016/j.dr.2019.02.001

Cited by 26 publications

(23 citation statements)

References 113 publications

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“…This novel intervention targets WM explicitly and is based on a systematic review of evidence suggesting that repeated practice on certain (non-computerised) activities can improve WM and have the potential to produce effects on untrained WM skills (near-transfer) and real-world skills such as attention and language (far-transfer) [ 39 ]. The common ingredient across the effective interventions was the executive-loaded nature of the trained task, i.e., training on a task that taps into attentional and processing resources under executive control and not just the storage of information.…”

Section: Methodsmentioning

confidence: 99%

A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial

Rowe¹,

Titterington²,

Holmes

et al. 2021

Pilot Feasibility Stud

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Background International debate around the best models of speech and language therapy provision for children with language disorders has highlighted the need for research into classroom-based approaches and intervention dosage. Working memory (WM) is a cognitive skill linked to attention and language. ‘Recall to Enhance Children’s Attention, Language and Learning’ (RECALL) is a novel, 6-week, classroom-based intervention delivered by health professionals (HPs) and teachers. It is designed to target WM and enhance attention and language skills in 4–5 year olds. Methods A cluster randomised feasibility trial was conducted to investigate aspects of the feasibility of a definitive trial to evaluate RECALL: (i) recruitment and sampling procedures; (ii) compliance and fidelity; (iii) the acceptability of RECALL to HPs and teachers; (iv) the appropriateness of the outcome measures. Six classes of 4–5 year olds participated: two received RECALL, two received an existing intervention targeting attention skills (not underpinned by WM theory), and two received education as usual (no intervention). Ten children in each class (n = 60) were sampled to assess the appropriateness of the outcome measures. Classroom observations were conducted to measure fidelity and semi-structured interviews with HPs, and teachers explored the acceptability of RECALL. Results The recruitment targets were met, and all six schools completed the trial, but the sampling procedures require modification. Compliance was good (95% of RECALL sessions were delivered), but fidelity to the intervention protocol varied between 76% and 45% across the two schools. This was influenced by large class sizes, child factors, and facilitator factors, e.g., their understanding of the theory underpinning the intervention. The lack of fidelity reduced the dose (number of practice items) accessed by individual children, particularly those most at risk. There were mixed findings regarding the acceptability of RECALL and the appropriateness of the outcome measures. Conclusions The trial protocol could be easily scaled-up in a future definitive trial, with an amended sampling procedure. RECALL should be repackaged as a small group intervention to enhance the fidelity of its delivery and its acceptability to HPs and teachers. This study highlights the need for thorough training for professionals who deliver classroom-based interventions for children with language disorders. Trial registration ISRCTN13633886. Registered on 7 September 2018

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Section: Methodsmentioning

confidence: 99%

A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial

Rowe¹,

Titterington²,

Holmes

et al. 2021

Pilot Feasibility Stud

Self Cite

View full text Add to dashboard Cite

show abstract

“…The tasks included in RECALL are based on evidence from a recent systematic review [56]. The review found certain tasks designed to either target WM directly (listening recall and odd-one-out) or indirectly (cognitively-demanding physical activity, inhibition, phoneme awareness and fantastical play) produced improvements on WM and some benefits for near-transfer activities [57–67].…”

Section: Methodsmentioning

confidence: 99%

“…The common ingredient across the effective interventions was predominantly the executive-loaded nature of the trained task, i.e. training on a task that taps into attentional and processing resources under executive control and not just the storage of information [56]. It has been suggested that repeated practice on executive-loaded working memory (ELWM) tasks (rather than practising storage-only, short-term memory tasks) may improve the efficiency of processing or perhaps even facilitate the storage of information in WM [58, 68].…”

Section: Methodsmentioning

confidence: 99%

“…The amount and intensity of training is often poorly reported in WM studies [56]. 2 The dosage to be implemented in RECALL is based on the best available evidence from the systematic review which indicated that 11 trials (practice items) of each direct ELWM task (listening recall and odd one out) delivered three times per week for 6 weeks was effective [58].…”

Section: Methodsmentioning

confidence: 99%

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A classroom-based intervention targeting working memory, attention and language skills in 4–5 year olds (RECALL): study protocol for a cluster randomised feasibility trial

Rowe¹,

Titterington²,

Taggart³

2019

Pilot Feasibility Stud

Self Cite

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Background There is international recognition of the need for creative, classroom-based interventions to support children at risk of low academic achievement and well-being, due to poor attention and language skills on school entry. Working memory (WM) is a cognitive skill that is strongly associated with attention and language skills. There has been speculation that WM training, embedded within typical educational activities, may improve children’s WM skills and produce transfer effects to real-world skills such as attention and language. However, little is known about the effectiveness of this approach. ‘Recall to Enhance Children’s Attention, Language and Learning’ (RECALL) is a novel, 6-week, classroom-based intervention targeting WM, attention and language skills in 4–5 year olds. RECALL was co-produced with health professionals, teachers and parents. This protocol describes the rationale, methods and analysis plan for a proposed cluster randomised feasibility trial of this RECALL programme. Methods This is a three-arm, cluster randomised feasibility trial comparing RECALL to an existing programme (active control), and no-intervention (education as usual). We will recruit six schools in socially disadvantaged areas in one region of the UK. Two schools will be randomly allocated to each arm of the trial. In each school, one class of children (ages 4-5 years) of approx. 30 children will be involved in this study. Ten children in each class will be sampled purposefully for outcome measurement including: standardised assessments of WM, language and attention skills; teacher ratings of attention; and parent ratings of functional communication skills. These will be administered at baseline and 1-week post-intervention in order to test the acceptability of the measures. A process evaluation using semi-structured interviews with participants will explore the acceptability of RECALL and the procedures employed in this trial. Discussion This feasibility study will explore the acceptability of RECALL to the health professionals and teachers who will deliver it and inform the optimal design of the programme. The inclusion of an active control group and the blinding of outcomes assessors enhance rigour in this study. The findings will determine whether this study can be scaled-up into a definitive cluster randomised trial to evaluate the effectiveness of RECALL. Trial registration ISRCTN13633886 . Registered 7 Sept 2018.

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“…However, when the information is no longer available, they must choose from the latter options. Both are likely to lead to missed learning opportunities, which when occurring frequently, can significantly restrict learning (Holmes et al, 2010;Rowe et al, 2019).…”

mentioning

confidence: 99%

Exploring the understanding and experience of working memory in teaching professionals: A large-sample questionnaire study

Atkinson

Allen

Waterman

2021

Teaching and Teacher Education

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Working memory (WM) underpins learning and is strongly associated with academic achievement. Children with poor WM need support in the classroom, but little is known about teachers' understanding of WM. An online questionnaire (N=1425) assessed educational professionals' understanding of key concepts related to WM. Respondents generally showed some understanding, although most overestimated WM duration. There was also considerable variability in the signs identified as being associated with poor WM and possible strategies to assist such children. This demonstrates the need to provide teacher training about WM, and for collaboration between researchers and teachers in developing support materials.

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Interventions targeting working memory in 4–11 year olds within their everyday contexts: A systematic review

Cited by 26 publications

References 113 publications

A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial

A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial

A classroom-based intervention targeting working memory, attention and language skills in 4–5 year olds (RECALL): study protocol for a cluster randomised feasibility trial

Exploring the understanding and experience of working memory in teaching professionals: A large-sample questionnaire study

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Interventions targeting working memory in 4–11 year olds within their everyday contexts: A systematic review

Cited by 26 publications

References 113 publications

A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial

A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial

A classroom-based intervention targeting working memory, attention and language skills in 4–5 year olds (RECALL): study protocol for a cluster randomised feasibility trial

Exploring the understanding and experience of working memory in teaching professionals: A large-sample questionnaire study

Contact Info

Product

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Interventions targeting working memory in 4–11 year olds within their everyday contexts: A systematic review