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https://hdl.handle.net/2440/119236
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Type: | Journal article |
Title: | Long-term academic functioning following cogmed working memory training for children born extremely preterm: a randomized controlled trial |
Author: | Anderson, P.J. Lee, K.J. Roberts, G. Spencer-Smith, M.M. Thompson, D.K. Seal, M.L. Nosarti, C. Grehan, A. Josev, E.K. Gathercole, S. Doyle, L.W. Pascoe, L. |
Citation: | Journal of Pediatrics, 2018; 202:92-97 |
Publisher: | Elsevier |
Issue Date: | 2018 |
ISSN: | 0022-3476 1097-6833 |
Statement of Responsibility: | Peter J.Anderson, Katherine J.Lee, Gehan Roberts, Megan M.Spencer-Smith, Deanne K.Thompson, Marc L.Seal ... et al. |
Abstract: | Objective: To assess the effectiveness of Cogmed Working Memory Training compared with a placebo program in improving academic functioning 24 months post-training in extremely preterm/extremely low birth weight 7-year-olds. Study design: A multicenter double-blind, placebo-controlled randomized controlled trial was conducted across all tertiary neonatal hospitals in the state of Victoria, Australia. Participants were 91 extremely preterm/extremely low birth weight 7-year-old children born in Victoria in 2005. Children were randomly assigned to either the Cogmed or placebo arm and completed the Cogmed or placebo program (20-25 sessions of 35-40 minutes duration) at home over 5-7 weeks. Academic achievement (word reading, spelling, sentence comprehension, and mathematics) was assessed 24 months post-training, as well as at 2 weeks and 12 months post-training, via standardized testing inclusive of working memory, attention, and executive behavior assessments. Data were analyzed using an intention-to-treat approach with mixed-effects modeling. Results: There was little evidence of any benefits of Cogmed on academic functioning 24 months post-training, as well as on working memory, attention, or executive behavior at any age up to 24 months post-training compared with the placebo program. Conclusions: We currently do not recommend administration of Cogmed for early school-aged children born extremely preterm/extremely low birth weight to improve academic functioning. Trial registration Australian New Zealand Clinical Trials Registry: ACTRN12612000124831. |
Keywords: | Humans Double-Blind Method Memory, Short-Term Attention Educational Measurement Computer-Assisted Instruction Child Infant, Newborn Female Male Executive Function Infant, Extremely Premature Academic Success |
Rights: | © 2018 Elsevier Inc. All rights reserved. |
DOI: | 10.1016/j.jpeds.2018.07.003 |
Grant ID: | http://purl.org/au-research/grants/nhmrc/1028422 http://purl.org/au-research/grants/nhmrc/1060733 http://purl.org/au-research/grants/nhmrc/606789 http://purl.org/au-research/grants/nhmrc/1081288 http://purl.org/au-research/grants/nhmrc/1085754 |
Published version: | http://dx.doi.org/10.1016/j.jpeds.2018.07.003 |
Appears in Collections: | Aurora harvest 4 Paediatrics publications |
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