Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities

Kirk, H.; Gray, K.; Riby, D.M.; Cornish, K.M.

doi:10.1016/j.ridd.2014.12.026

Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities

Kirk, H.; Gray, K.; Riby, D.M.; Cornish, K.M.

Authors

H. Kirk

K. Gray

Professor Deborah Riby deborah.riby@durham.ac.uk
Professor

K.M. Cornish

Abstract

Core executive functions (EF) such as attention, and working memory have been strongly associated with academic achievement, language development and behavioral stability. In the case of children who are vulnerable to cognitive and learning problems because of an underlying intellectual disability, EF difficulties will likely exacerbate an already compromised cognitive system. The current review examines cognitive training programs that aim to improve EF, specifically focusing on the potential of this type of intervention for children who have intellectual disabilities. We conclude that despite considerable discrepancies regarding reported intervention effects, these inconsistencies can be attributed to flaws in both program and study design. We discuss the steps needed to address these limitations and to facilitate the advancement of non-pharmaceutical interventions for children with intellectual disabilities.

Citation

Kirk, H., Gray, K., Riby, D., & Cornish, K. (2015). Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities. Research in Developmental Disabilities, 38, 145-160. https://doi.org/10.1016/j.ridd.2014.12.026

Journal Article Type	Article
Acceptance Date	Dec 15, 2014
Online Publication Date	Jan 2, 2015
Publication Date	Mar 1, 2015
Deposit Date	Sep 3, 2015
Publicly Available Date	Sep 7, 2015
Journal	Research in Developmental Disabilities
Print ISSN	0891-4222
Publisher	Elsevier
Peer Reviewed	Peer Reviewed
Volume	38
Pages	145-160
DOI	https://doi.org/10.1016/j.ridd.2014.12.026
Keywords	Executive function, Attention, Working memory, Intellectual disability, Cognitive training, Children.

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Copyright Statement
NOTICE: this is the author’s version of a work that was accepted for publication in Research in Developmental Disabilities. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Research in Developmental Disabilities, 38, March 2015, 10.1016/j.ridd.2014.12.026.