Improving attention and learning capacity in early childhood via a computerised cognitive training program: a randomised controlled trial

INTERVENTION: The proposed intervention is a computerized attention training program called 'The Training Attention and Learning Initiative' (TALI). TALI was designed to develop core attentional processes. The program consists of four activities that target the core attentional processes; such as selective attention, sustained attention, and executive attention/attentional control. TALI is colourful, interactive, and has the capacity to automatically adjust task difficulty to cater for the learning of each child. The TALI software monitors each participant's use by regularly and automatically uploading each participants' deidentified scores. In the proposed research, TALI is to be used by children on an electronic 'touch' tablet for 20 minutes a day, 5 times a week, over a 5 week period. The program is to be used by children in the school classroom environment. CONDITION: Attention Deficits PRIMARY OUTCOME: The Primary measure is proposed to be the Test of Everyday Attention for Children (TEA‐Ch; Manly, Robertson, Anderson, & Nimmo‐Smith, 1998). The TEA‐Ch assesses the ability of children to selectively attend, sustain their attention, divide their attention between two tasks, switch attention from one task to another, and withhold (inhibit) verbal and motor responses. INCLUSION CRITERIA: All enrolled children within the junior grades (Preschool, Prep, Year 1, or Year 2) within the randomly allocated mainstream schools will be eligible to participate. SECONDARY OUTCOME: General cognitive ability will be estimated using the Kaufman Brief Intelligence Test ‐ Second Edition (KBIT‐2: Kaufman & Kaufman 2004), a standardised, reliable and valid assessment designed for 4‐90 years. Two subtests yield a Verbal Scale: (i) Verbal Knowledge, which requires the child to point to the picture that best illustrates a word or answer to a general knowledge questions about the world that becomes increasingly difficult and (ii) Riddles, which requires the child to listen to riddles that become increasingly and point to the picture from a set of options that answers the riddle. One subtest yields a Nonverbal Scale: (iii) Matrices, which requires the child to look at a picture or design with a piece missing and point to the piece from a set of options that would complete the picture. An IQ score is calculated based on the Verbal and Nonverbal Scales. Mathematical abilities will be assessed using The Test of Early Mathematics Ability III (TEMA‐III; Ginsburg & Baroody, 2003) was used to assess a wide range of mathematical abilities, such as numbering skills, counting, number comparisons, calculation skills and understanding concepts. This measure contains 72 items and the experimenter progressed through these items until discontinue criteria was met (5 consecutive incorrect responses). Parents and the class teachers of participants will be administered the Strengths and Weaknesses of ADHD symptoms and Normal behaviour (SWAN). The SWAN is a measure of inattention and hyperactivity. Vocabulary will be assessed using The Peabody Picture Vocabulary Test – fourth edition (PPVT‐ 4; Dunn & Dunn, 2007) was used to assess receptive vocabulary skills. Children are presented with a series of pictures and asked to identify a word specified by the examiner by pointing to the corresponding image, from a choice of four pictures. Participant’s responses were recorded and the experimenter progressed through each trial until discontinue criteria was met (8 or more incorrect errors in a set of 12 trials). Working Memory abilities will be assessed using four subtests from the Automated Working Memory Assessment (AWMA: Alloway 2007), a standardised, reliable and valid PC‐based assessment designed for ages 4‐22 years. Verbal working memory will be estimated by two subtests: (i) Digit Recall, which requires the child to immediately repeat progressively longer sequences of digits presented verbally and (ii) Backward Digit Recall, which requires the child to recall progressively longer sequences of digits in the reverse order to that presented. Visuospatial working memory will be estimated by two subtests: (iii) Dot Matrix, which requires the child to repeat progressively sequences of dots appearing on a 4 x 4 grid and (iv) Mister X, which requires the child to remember and mentally manipulate progressively longer sequences of visually presented information (a cartoon person holding a ball in one of eight compass points). This will show whether cognitive training transfers to improvement on non‐trained working memory tasks.