Effectiveness of the Combined Memory Training Program on Memory Skills and School Achievement of Children with Specific Learning Disorders: A Pilot Randomized Controlled Trial

Nasrin  Nazok; Malahat Akbarfahimi; Amin  Ghaffari; Akram Parand

doi:10.18502/jmr.v16i2.9304

Nasrin Nazok Department of Occupational Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran.
Malahat Akbarfahimi Department of Occupational Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran.
Amin Ghaffari Department of Occupational Therapy, School of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran.
Akram Parand Department of Cognitive Psychology, Institute for Cognitive Science Studies, Tehran, Iran.

DOI: https://doi.org/10.18502/jmr.v16i2.9304

Keywords: Memory training, Computerized training, Specific learning disorder, Children, School achievement

Abstract

Introduction: Children with Specific Learning Disorders (SLD) suffer from some cognitive deficits affecting their school achievement. This study investigated the effect of the combined Working Memory Training Program (WMTP) with the Caillou program (the game-like features of computerized cognitive training programs) on memory (as a cognitive function) and academic achievement in children with SLD.
Materials and Methods: In this pilot randomized controlled trial study, 30 children with SLD, aged 8-11 years, participated. They were randomly allocated to the intervention and control groups. The intervention group received 20 training sessions in 10 weeks, each lasting 30-45 minutes. The control group only participated in the assessment sessions. The primary outcome was verbal working memory skills assessed by the digit span and letter-number sequencing subtests of the Wechsler Intelligence Scale for Children, the fourth edition (WISC-IV). Also, the grades of science, literature, and mathematics were collected as the secondary outcomes. Children were assessed 3 times: baseline (pre-test), after the intervention (post-test), and 2 months after the intervention (follow-up).
Results: Working memory (digit span and letter-number sequencing scores) and mathematics grades were significantly improved in the intervention group, as compared to the control group at the post-test session (P<0.05) and remained in the follow-up session.
Conclusion: Although this combined program effectively improves working memory and mathematic grades, further research is suggested for more academic achievement.