Interventions to Improve Executive Functioning and Working Memory in School-Aged Children with AD(H)D by Marthe LA van der Donk, Anne-Claire Hiemstra-Beernink, Ariane C Tjeenk-Kalff, Aryan V van der Leij, and Ramón JL Lindauer, offers an in depth look at two randomized controlled trials of students with ADD and ADHD in the classroom. The first part of the controlled trial focuses on a Cogmed Working Memory training of students with ADHD age eight to twelve in the classroom. The second part analyzes the characteristics of the students related to the non-response of the “paying attention in class” intervention. The article analyzes the effective elements of both interventions in seven pages, and was published on January 11, 2013. The purpose of this article is to prove that children who followed the
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The conclusion after the two methods had been tested was both interventions were effective in improving academic performance, and can be implemented in regular and special education schools as an intervention for students who need extra care.
The title of this article is relevant and clear for the content of the article. Also, after reading the background section of the article I understood that the purpose of Interventions to Improve Executive Functioning and Working Memory in School-Aged Children with AD(H)D was to analyze two different intervention methods and how they will improve school performance for children with ADD and ADHD.
The authors of the article offered an in depth explanation of the “paying attention in class” intervention, but underemphasized the Cogmed intervention. They offered basic information about the Cogmed intervention, but could have offered more explanation about the process of this intervention like they did for the “paying attention in class”
The conclusion after the two methods had been tested was both interventions were effective in improving academic performance, and can be implemented in regular and special education schools as an intervention for students who need extra care.
The title of this article is relevant and clear for the content of the article. Also, after reading the background section of the article I understood that the purpose of Interventions to Improve Executive Functioning and Working Memory in School-Aged Children with AD(H)D was to analyze two different intervention methods and how they will improve school performance for children with ADD and ADHD.
The authors of the article offered an in depth explanation of the “paying attention in class” intervention, but underemphasized the Cogmed intervention. They offered basic information about the Cogmed intervention, but could have offered more explanation about the process of this intervention like they did for the “paying attention in class”