Brain training is a growing and exciting new area in scientific research. In particular, there is a lot of evidence of the brain’s plasticity: that it can actually change-shrink or grow-depending on what we do. I wanted to investigate whether students with learning disabilities can also benefit from brain training.
I recently completed a study together with Dyslexia Scotland and the Autistic Treatment Trust on the impact of brain training. A group of students aged between 8 to 16 years old took part. They completed some tests of IQ and working memory and then participated in an 8-week training programme called Jungle Memory.
The findings were very exciting! The students who used the Jungle Memory training programme regularly (4x a week for 30 minutes) had higher IQ and working memory scores, compared to those who only trained 1x a week and those who didn’t train at all. By training your brain you will be able to improve your child’s prospects in classroom and beyond.
If you would like further details on this study, please contact me.
The Automated Working Memory Assessment (AWMA) is a computer-based assessment of working memory skills, with a user-friendly interface. This culture-fair tool provides a practical and convenient way for educational professionals to screen individuals for significant working memory problems. It is standardized for use with individuals from early childhood (4 years) to adulthood (22 years). To date, it has been translated into over 15 languages.
BENEFITS
1. The AWMA is quick
The Screener version is made up of 2 tests (Listening Recall and Spatial Recall) and takes less than 10 minutes to administer. The automated presentation of tests and automatic generation of a report with standard scores and percentiles make it easy to use.
2. The AWMA provides standard scores that identify students with a deficit
The AWMA is highly effective in identifying students at risk. In my own research, I have used the AWMA in a recent study to screen over 4000 students. The majority of those with poor working memory (identified using the AWMA) scored poorly on attainment measures (such as the WIAT and BPVS). Scores on the AWMA reliably identify those who need extra support in the classroom, as well as those who take longer to process information.
3. The AWMA is reliable and valid
Test reliability refers to the consistency with which a test can accurately measure what it aims to do. If an individual’s performance remains consistent over repeated trials, it is considered to be reliable. The test-retest coefficients for the AWMA are high, indicating a consistency in measuring working memory skills. These coefficients are reported in the AWMA manual.
Test validity of the AWMA was established by comparing performance to the Working Memory Index in the WISC. The findings demonstrate that the AWMA is a valid test of working memory.
4. The AWMA has been used in many published articles in high-quality peer-reviewed journals, linking working memory to learning.
The AWMA is a well-established test in assessing working memory. Published research confirms that those with low scores on the AWMA score below-average in learning outcomes and take much longer to process information.
To find out more about the AWMA, a free demo and research articles, click here.
