The Effects of Working Memory Interventions on Enhancing Phonological Awareness Skills among Adolescents with MID (with/without co-morbidities of ASD) (73356)

Session Information: Mind, Brain & Psychology: Human Emotional & Cognitive Development & Outcomes within Educational Contexts
Session Chair: Virginia Tze

Friday, 24 November 2023 15:10
Session: Session 4
Room: Room 603
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

Working memory (WM) plays a pivotal role in learning,and contributes towards the development of cognitive functioning. Students with Mild Intellectual Disability (MID), with and without co-morbidities of Autism Spectrum Disorder (ASD) face significantly higher challenges when assessed on the components of WM compared to students with typical development of similar chronological age. The lower retention of learnings of students with developmental conditions, underpin the interest of using WM interventions to improve their WM and related neuropsychological abilities. This pilot study investigated a short and engaging adaptive WM intervention that targeted executive skills and aimed to improve students’ phonological and WM abilities. The study employed a single group pre-post, no-control design. Nine students aged between 13 to 14-years were shortlisted and allocated into two training intervention groups (n = 4, n = 5). They attended a 14-session WM group held once weekly for an hour. Students practiced their WM to enhance retention of taught knowledge through engagement of adaptive WM interventions (e.g., listening and recall, odd-one out). Students in both intervention group demonstrated improved processing speed, mental effort and control of attention. Their abilities to perform phonological awareness activities and recall non-decodable sight words (e.g., what, that) also advanced. This program displayed the potential to improve adolescents’ WM and phonological skills. Implications of this study may contribute to the future use of WM interventions in class settings to promote learning. Inclusion of control group and larger sample size are needed for future studies.

Authors:
Siti Nadiah Arman, Curtin University, Singapore


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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00