Program of arithmetic improvement by means of cognitive enhancement: An intervention in children with special educational needs

Effects and Moderators of Computer-Based Training on Children's Executive Functions: A Systematic Review and Meta-Analysis

“…The finding of this study is consistent with those reported in the previous meta-analysis on the effect of computer-based training on EFs in children (Melby-Lervag and Hulme, 2013;Melby-Lervag et al, 2016;Takacs and Kassai, 2019). Despite various new training approaches emerging such as school curriculum (Blair and Raver, 2014;Dias and Seabra, 2015), art activities (Thibodeau et al, 2016), and strategy learning (Deano et al, 2015;Nash et al, 2015), and, as Diamond and Ling (2019) pointed, despite computer-based training showing low efficiency than other training approaches because of the absence of inperson interaction between the trainer and the trainee, computerbased training has proven to be effective in training EFs in children. Furthermore, the magnification effect of computerbased training in the present study was inconsistent with the result in Diamond and Ling (2019).…”

Group-based intervention on attention and executive functions in the school context

“…In more complex tasks or in tasks that demand set changes (sentence reading and comprehension or arithmetic reasoning) the groups progressed equally. Altogether, these results are in line with earlier findings showing that comprehensive interventions implemented in school with specific goals (Abikoff et al, 2013;Deaño et al, 2015;Langberg et al, 2012) are effective in reducing attention and EF deficits and in improving performance in tasks tapping basic academic skills.…”

“…The specific research questions concerned the effects of the intervention on (a) attention and EFs and (b) the development of academic skills (reading and arithmetic fluency). Based on earlier research (Abikoff et al, 2013;Deaño et al, 2015;DuPault et al, 2012), we hypothesized that the comprehensive Maltti programme would have an effect on attention and EFs.…”

“…This is based on the assumption that children with ADHD have inhibition difficulties (Barkley, 1997) and that they observe cues for a shorter amount of time and use less information for the processing of actions (Milch-Reich, Campbell, Pelham, Connelly, & Geva, 1999). Through modelling and strategy training, Maltti supports executive skill building and the control of on-task behaviour (e.g., task planning skills, organizing of task performance and materials, and planning check out) (Abikoff et al, 2013;Deaño et al, 2015). This is based on the assumptions that improvement in the ability to focus on relevant information (Abikoff, 2009), enhanced strategy use, and better self-organization in task situations (Abikoff et al, 2013;Das, Parrila, & Papadopoulos, 2000;Langberg et al, 2012) will all enhance children's ontask behaviour and ultimately their academic performance.…”

“…To overcome the limitations of each intervention method, DuPaul et al (2012) suggest that the incorporation of elements from several interventional approaches could address the academic, behavioural and EF difficulties of children with ADHD symptoms more effectively than the use of any single intervention strategy alone. Comprehensive methods, such as specific skills training combined with behavioural (Abikoff et al, 2013;Langberg, Epstein, Becker, Girio-Herrera, & Vaughn, 2012) or cognitive elements (Deaño, Alfonso, & Das, 2015) and implemented in a school context have shown promising results in both behaviour and academic skills in children with attention deficits, but more research is needed.…”