Cogmed UK 25 th April 2013 Agenda I ntroduction Cogmed in brief - - PowerPoint PPT Presentation

Cogmed UK

25th April 2013

Agenda

I ntroduction Cogmed in brief What is working memory Cogmed Working Memory Training – a solution Research and Training effects Cogmed Working Memory Training in the UK Q&A

Cogmed Working Memory Training is a program that helps children and adults with

attention problems focus better: improving WM

Five days a week for five weeks of computer-based training sessions; supervised by a coach, trained by Cogmed 80% of Cogmed users see improvements – both in research and in clinical

evaluations The effects are substantial and lasting Backed by peer-review published research Cogmed training works because it is focused, rigorous, and supported Customers are private psychology/psychiatry practices and schools Started in Sweden 2001; in the UK since 2006; part of Pearson since 2010

Cogmed in Brief

What is working memory?

W orking m em ory is key for academ ic perform ance

W orking m em ory refers to a brain system that provides tem porary storage and m anipulation of the information necessary for such complex cognitive tasks as language com prehension, learning and reasoning. (Baddeley, 1992) Associated w ith reading (Gathercole & Pickering, 2000) and m athem atic (Geary et al., 2004) ability 1 0 -1 5 % of all students have working memory deficits (Alloway et al., 2009) Children w ith poor w orking m em ory m ake poor academ ic progress

• Of 300 children with poor working memory (Gathercole & Alloway, 2008):
• 83% scored poorly on either reading or maths tests

the vast majority of these scored poorly in both areas

The Development of Working Memory in ADHD

Working Memory

5 15 25 35 45 55 65 75 85 95 7,5 8,5 9,5 10,5 11,5 12,5 13,5 14,5 15,5

Age Correct

Control ADHD W esterberg et al. (2004), Visuo-spatial working memory: a sensitive measurement of cognitive deficits in ADHD. Child Neuropsychology 10 (3) 155-61.

Signs of working memory constraints

Is easily distracted when doing something not highly interesting Has trouble waiting his/her turn Struggles with reading comprehension Struggles doing maths calculations in his/her head Struggles with getting started Struggles with completing a task Difficulties when planning and organising something with multiple steps Often seems restless and on the go Loses belongings frequently

Cogmed Working Memory Training - a solution

The Training Programmes Cogmed RM Cogmed QM Cogmed JM Cogmed Coach Training Coach support Cogmed Training Web: start trainings and follow training results Material to support the coach in coaching Support to coaches (technical and related to coaching)

The Cogmed method for improving working memory

How do you train your working memory with Cogmed?

Intense training 25 training sessions 30-45 min per session No settings needed The difficulty level will automatically adjust based on the performance of the users, so that they will always train on the limits of their working memory capacity

Three versions of the software

All three versions of the Cogm ed softw are share the sam e underlying design – the difference is in the user interface

Test site

• training.cogmed.com

Username: test Password: test99

An online tool for the Cogmed Coach to follow and analyse the trainings

The Cogmed Training Web

Where did the user miss trials? What time of the day did the training take place? How

• ften is the user

taking breaks? Is the user training at his/her optimal level?

Research and Training effects

I mprovements from Cogmed Working Memory Training

Double-blind placebo-controlled studies published in peer-reviewed journals, show that Cogmed training improves: Attention I mpulse control Mathematics Following instructions

23 studies published on Cogmed to date, both by the Cogmed founders but also by fully independent research teams. More than 50

• ngoing and 40 planned studies.

Children improve math and listening skills with working memory training

Forty-seven children screened for working memory deficits were assigned to the Cogmed training or low intensity training conditions. Training took place in two UK schools. The Cogmed group were associated with substantial and sustained gains in working memory, with age-appropriate levels achieved by the majority of children. Mathematical ability also improved significantly 6 months following adaptive training.

WM is key to attention and learning WM can be improved by training, using right tool & protocol: Cogmed WM can be improved at all age levels The improvement can be shown on three levels: fMRI/PET, neuropsychological testing and by rating scales Improved working memory generalises to behavioral improvement Behavioral improvement is sustained Effects of WM training are specific: WM and its derived functions are improved Training effects are pronounced in populations with a WM constraint, not diagnostically driven

Summary of research findings

Who can benefit? Anyone constrained by their working memory

• 1. Born with a deficit
• 2. Acquired a deficit through

brain injury or disease

• 3. Developed a deficit through

natural decline caused by age Experiencing a bottleneck due to WM overload

Why Cogmed makes sense for Children / Adolescents

Used with students who struggle due to WM constraints – will improve

working memory substantially and lastingly

• Parents and teachers report improvements with behaviour, social skills,

taking initiative, remembering instructions

Allows student to absorb information effectively Results in better maths and reading comprehension performance Acts as a primer for improved learning; building the platform for

learning

Why Cogmed makes sense for Adults

Used with adults who struggle due to WM constraints – will improve

working memory substantially and lastingly

Improved professional performance and attentional stamina Improved focus and resisting distractions Better able to plan activities and complete tasks

• Results in improved ability to follow and contribute to complex

discussions

What do we hear?

Students say

• They can concentrate better in class
• They have a better flow with the school work
• They remember better
• They enjoy school more

Teachers say

• The student is calmer
• The student concentrates more
• The student performs better on academic tasks
• The student has matured

What do we hear?

• I am able to manage my life better
• Able to return to work after a period of absence
• I am able to manage my time better
• I am more comfortable in Social settings

Adults say Parents say

• The child communicates better
• The child takes more initiatives on her/his own
• The child self-initiates home work without

nagging or reminders

• The child is more independent

Cogmed Working Memory Training in the UK

The Licence for the UK

Cogmed Coach Training for 2, 4 or 6 staff* (1/2 day at a separate venue),

per year * * dependant on package.

All three versions of the product – Cogmed JM, RM & QM. Coach support: Cogmed Training Web: start trainings and follow training results Material to support the coach in coaching Support to coaches (technical and coaching) Annual licence for continuity Reminders will be sent to customers to opt out or continue with

subscription

Additional training sessions can be purchased for an additional £150

Qualification level = CL3 for purchase; other staff may train as coaches * * For extra large packages please contact us

Pricing for a 1 year annual site license

Product Id’s Price Number of coaches Small License 20 £400 (£20 per id) 2 Medium License 40 £600 (£15 per id) 4 Large License 60 £800 (£13.30 per id) 6 Extra large Unlimited Id’s Additional staff training £150

Contact

www.cogmed.uk.com info@pearsonclinical.co.uk Customer Services – 0845 630 88 88

Cogmeduk Cogmeduk @Cogmeduk

Upcom ing training days…

• 3rd May London
• 14th June London

More dates to be announced soon.

Q & A

Thank you

14 studies published on Cogmed to date:

Klingberg T, Forssberg H, Westerberg H (2002) Training of Working Memory in Children with

• ADHD. Journal of Clinical and Experimental Neuropsychology, 24(6): 781-791.

Olesen P, Westerberg H, Klingberg T (2004) I ncreased prefrontal and parietal brain activity

after training of working memory. Nature Neuroscience, 7(1): 75-79.

Klingberg T, Fernell E, Olesen P, Johnson M, Gustafsson P, Dahlström K, Gillberg CG, Forssberg H, Westerberg H (2005) Computerized training of working memory in children with ADHD –

a randomized, controlled trial. Journal of the American Academy of Child and Adolescent

Psychiatry, 44(2): 177-186. Westerberg H, Jacobaeus H, Hirvikoski T, Clevberger P, Ostensson ML, Bartfai A, Klingberg T (2007) Computerized working memory training after stroke - a pilot study. Brain Injury, 21(1): 21-29. Westerberg H, Klingberg T (2007) Changes in cortical activity after training of working

memory - a single-subject analysis. Physiology & Behavior,

DOI:10.1016/j.physbeh.2007.05.041 Thorell L B, Lindqvist S, Bergman S, Bohlin G, Klingberg T (2009) Training and transfer effects

• f executive functions in preschool children. Developmental Science, 12(1): 106-113.

McNab F, Varrone A, Farde L, Jucaite A, Bystritsky P, Forssberg H, Klingberg T (2009) Changes in

cortical dopamine D1 receptor binding associated with cognitive training. Science, 323:

800-802.

Holmes J, Gathercole S, Dunning D (2009) Adaptive training leads to sustained

enhancement of poor working memory in children. Developmental Science, DOI:

10.1111/j.1467-7687.2009.00848.x Holmes J, Gathercole S, Place M, Dunning D, Hilton K, Elliott J (2009) Working memory deficits

can be overcome: I mpacts of training and medication on working memory in children with ADHD. Applied Cognitive Psychology, DOI: 10.1002/acp.1589.

Mezzacappa E, Buckner J (2010) Working Memory Training for Children with Attention

Problems or Hyperactivity: A School-Based Pilot Study. School Mental Health, DOI:

10.1007/s12310-010-9030-9. Lundqvist A, Grundström K, Samuelsson K, Rönnberg J (2010) Computerized training of

working memory in a group of patients suffering from acquired brain injury. Brain

Injury, 2010;24(10):1173-83. Dahlin K. (2010) Effects of working memory training on reading in children with special

• needs. Reading and Writing, DOI: 10.1007/s11145-010-9238-y.

Beck S, Hanson C, Puffenberger S, Benninger K, Benninger W (2010) A Controlled Trial of

Working Memory Training for Children and Adolescents with ADHD. Journal of Clinical

Child & Adolescent Psychology, 2010: 39: 6, 825-836. Løhaugen GC, Antonsen I, Håberg A, Gramstad A. Vik T, Brubakk AM, Skranes J (2010)

Computerized Working Memory Training I mproves Function in Adolescents Born at Extremely Low Birth Weight. Journal of Pediatrics, PMID: 21130467. Further information about the research behind Cogmed: http:/ / www.cogmed.com/ research