The Experts below are selected from a list of 255 Experts worldwide ranked by ideXlab platform
Torkel Klingberg - One of the best experts on this subject based on the ideXlab platform.
-
Computerized Training of non verbal reasoning and working memory in children with intellectual disability
Frontiers in Human Neuroscience, 2012Co-Authors: Stina Soderqvist, Sissela Bergman Nutley, Jon Ottersen, Katja Maria Grill, Torkel KlingbergAbstract:Children with intellectual disabilities show deficits in both reasoning ability and working memory (WM) that impact everyday functioning and academic achievement. In this study we investigated the feasibility of cognitive Training for improving WM and non-verbal reasoning (NVR) ability in children with intellectual disability. Participants were randomized to a 5-week adaptive Training program (intervention group) or non-adaptive version of the program (active control group). Cognitive assessments were conducted prior to and directly after Training, and one year later to examine effects of the Training. Improvements during Training varied largely and amount of progress during Training predicted transfer to WM and comprehension of instructions, with higher Training progress being associated with greater transfer effects. The strongest predictors for Training progress were found to be gender, co-morbidity and baseline capacity on verbal WM. In particular, females without an additional diagnosis and with higher baseline performance showed greater progress. No significant effects of Training were observed at the one-year follow-up, suggesting that Training should be more intense or repeated in order for effects to persist in children with intellectual disabilities. A major finding of this study is that cognitive Training is feasible in children with intellectual disabilities and can help improve their cognitive capacities. However, a minimum cognitive capacity or Training ability seems necessary for the Training to be beneficial, with some individuals showing little improvement in performance. Future studies of cognitive Training should take into consideration how inter-individual differences in Training progress influence transfer effects and further investigate how baseline capacities predict Training outcome.
-
Iconography : Computerized Training of Working Memory in Children With ADHD-A Randomized, Controlled Trial
2011Co-Authors: Torkel Klingberg, Elisabeth Fernell, Pernille J Olesen, Mats Johnson, Per A Gustafsson, Kerstin Dahlstrom, Christopher Gillberg, Hans Forssberg, Helena WesterbergAbstract:Journal of the American Academy of Child & Adolescent Psychiatry - Vol. 44 - N° 2 - p. 177-186
-
changes in cortical activity after Training of working memory a single subject analysis
Physiology & Behavior, 2007Co-Authors: Helena Westerberg, Torkel KlingbergAbstract:Working memory (WM) capacity is an important factor for a wide range of cognitive skills. This capacity has generally been assumed to be fixed. However, recent studies have suggested that WM can be improved by intensive, Computerized Training [Klingberg T, Fernell E, Olesen P, Johnson M, Gustafsson P, Dahlstrom K, et al. Computerized Training of working memory in children with ADHD — a randomized, controlled trial. J Am Acad Child Adolesc Psych 2005;44:177–86]. A recent study by Olesen, Westerberg and Klingberg [Olesen P, Westerberg H, Klingberg T. Increased prefrontal and parietal brain activity after Training of working memory. Nat Neurosci 2004;7:75–9] showed that group analysis of brain activity data show increases in prefrontal and parietal cortices after WM Training. In the present study we performed single-subject analysis of the changes in brain activity after five weeks of Training. Three young, healthy adults participated in the study. On two separate days before practice and during one day after practice, brain activity was measured with functional magnetic resonance imaging (fMRI) during performance of a WM and a baseline task. Practice on the WM tasks gradually improved performance and this effect lasted several months. The effect of practice also generalized to improve performance on a nontrained WM task and a reasoning task. After Training, WM-related brain activity was significantly increased in the middle and inferior frontal gyrus. The changes in activity were not due to activations of any additional area that was not activated before Training. Instead, the changes could best be described by small increases in the extent of the area of activated cortex. The effect of Training of WM is thus in several respects similar to the changes in the functional map observed in primate studies of skill learning, although the physiological effect in WM Training is located in the prefrontal association cortex.
-
Computerized working memory Training after stroke a pilot study
Brain Injury, 2007Co-Authors: Helena Westerberg, H Jacobaeus, Tatja Hirvikoski, P Clevberger, M L Ostensson, Aniko Bartfai, Torkel KlingbergAbstract:Aim: To examine the effects of working memory (WM) Training in adult patients with stroke. Methods: A randomized pilot study with a treatment group and a passive control group; 18 participants (12 males) in a vocational age group (mean age 54 years) were randomized to either the treatment or the control condition. The intervention consisted of Computerized Training on various WM tasks for five weeks. A neuropsychological test battery and self-rating on cognitive functioning in daily life (the CFQ) were administered both before and after the treatment. Results: Statistically significant Training effects were found on the non-trained tests for WM and attention, i.e., tests that measure related cognitive functions but are not identical to tasks in the Training programme (Span board p < 0.05; PASAT p < 0.001; Ruff 2&7 p < 0.005). There was a significant decrease in symptoms of cognitive problems as measured by the CFQ (p < 0.005). Conclusion: More than one year after a stroke, systematic WM Training can significantly improve WM and attention.
-
Computerized Training of working memory in children with adhd a randomized controlled trial
Journal of the American Academy of Child and Adolescent Psychiatry, 2005Co-Authors: Torkel Klingberg, Elisabeth Fernell, Pernille J Olesen, Mats Johnson, Per A Gustafsson, Kerstin Dahlstrom, Christopher Gillberg, Hans Forssberg, Helena WesterbergAbstract:ABSTRACT Objective Deficits in executive functioning, including working memory (WM) deficits, have been suggested to be important in attention-deficit/hyperactivity disorder (ADHD). During 2002 to 2003, the authors conducted a multicenter, randomized, controlled, double-blind trial to investigate the effect of improving WM by Computerized, systematic practice of WM tasks. Method Included in the trial were 53 children with ADHD (9 girls; 15 of 53 inattentive subtype), aged 7 to 12 years, without stimulant medication. The compliance criterion (>20 days of Training) was met by 44 subjects, 42 of whom were also evaluated at follow-up 3 months later. Participants were randomly assigned to use either the treatment computer program for Training WM or a comparison program. The main outcome measure was the span-board task, a visuospatial WM task that was not part of the Training program. Results For the span-board task, there was a significant treatment effect both post-intervention and at follow-up. In addition, there were significant effects for secondary outcome tasks measuring verbal WM, response inhibition, and complex reasoning. Parent ratings showed significant reduction in symptoms of inattention and hyperactivity/impulsivity, both post-intervention and at follow-up. Conclusions This study shows that WM can be improved by Training in children with ADHD. This Training also improved response inhibition and reasoning and resulted in a reduction of the parent-rated inattentive symptoms of ADHD.
Kamesh Ramakrishna - One of the best experts on this subject based on the ideXlab platform.
-
The role of individual and system characteristics in Computerized Training systems
Computers in Human Behavior, 1992Co-Authors: Michael D. Coovert, Eduardo Salas, Kamesh RamakrishnaAbstract:Abstract Two studies examined the role of characteristics that are important to consider in the development of Computerized Training systems. The first study employed covariance structure modeling and tested a hypothesized model regarding the relationship among three latent variables and a set of measured variables serving as indicators for the latent variables. The overall model fit quite well according to both statistical and practical assessments. Results indicate that, for naive users, a latent variable reflecting an individual's attitude toward computers has a significant influence on the other two latent variables, one being how the Computerized task is perceived, and the second being the choice of interacting with a computer in the future. A structural path representing the influence of the current experience with the computer has a small directional influence on future interaction preference with a person rather than a computer. A second study examined system characteristics and focused specifically on preferences for how much power an expert system should be given. Scenarios were developed depicting three different types of expert systems, each with three different levels of power. Results indicate that individuals prefer those systems with either low or moderate power, those which do not initiate action without human intervention. Systems that initiate action on their own are not viewed positively. The discussion focuses on implications for future Training systems.
Kristina R. Gerencser - One of the best experts on this subject based on the ideXlab platform.
-
Evaluation of Interactive Computerized Training to Teach Paraprofessionals to Implement Errorless Discrete Trial Instruction
Journal of Behavioral Education, 2018Co-Authors: Kristina R. Gerencser, Thomas S. Higbee, Bethany P. Contreras, Azure J. Pellegrino, Summer L. GunnAbstract:Efficient and effective Training strategies for paraprofessionals in special education settings face many challenges. Interactive Computerized Training (ICT)—a self-paced program that incorporates audio narration, video models, interactive activities, and competency checks—is one potential solution. ICT has been successful in Training college students and special education teachers to implement discrete trial instruction (DTI), but its effectiveness to train paraprofessionals is unknown. Using a multiple-baseline design, we evaluated the feasibility of ICT, to train six paraprofessionals to implement DTI with an errorless learning procedure. Following ICT, the fidelity of implementation of DTI increased for all participants when implemented with a student in their classroom; however, competency varied. We added additional Training components that progressed from low to more intensive feedback delivered remotely in attempt to increase fidelity to 90% or higher implementation. We also evaluated generalization to novel instructional programs and maintenance of instruction in the absence of feedback.
-
Evaluation of Interactive Computerized Training to Teach Paraprofessionals How to Implement Errorless Discrete Trial Instruction
Journal of Behavioral Education, 2018Co-Authors: Kristina R. GerencserAbstract:Efficient and effective Training strategies for paraprofessionals in special education settings face many challenges. Interactive Computerized Training (ICT)—a self-paced program that incorporates audio narration, video models, interactive activities, and competency checks—is one potential solution. ICT has been successful in Training college students and special education teachers to implement discrete trial instruction (DTI), but its effectiveness to train paraprofessionals is unknown. Using a multiple-baseline design, we evaluated the feasibility of ICT, to train six paraprofessionals to implement DTI with an errorless learning procedure. Following ICT, the fidelity of implementation of DTI increased for all participants when implemented with a student in their classroom; however, competency varied. We added additional Training components that progressed from low to more intensive feedback delivered remotely in attempt to increase fidelity to 90% or higher implementation. We also evaluated generalization to novel instructional programs and maintenance of instruction in the absence of feedback.
-
Evaluation of interactive Computerized Training to teach parents to implement photographic activity schedules with children with autism spectrum disorder.
Journal of applied behavior analysis, 2017Co-Authors: Kristina R. Gerencser, Thomas S. Higbee, Jessica S. Akers, Bethany P. ContrerasAbstract:Training parents of children with autism spectrum disorder can be a challenge due to limited resources, time, and money. Interactive Computerized Training (ICT)-a self-paced program that incorporates instructions, videos, and interactive questions-is one method professionals can use to disseminate Trainings to broader populations. This study extends previous research on ICT by assessing the effect of ICT to teach three parents how to implement a photographic activity schedule using a systematic prompting procedure with their child. Following ICT, all parents increased their fidelity to implementation of an activity schedule during role-play sessions with an adult. Fidelity remained high during implementation with their child and maintained during a 2-week follow-up.
Michael D. Coovert - One of the best experts on this subject based on the ideXlab platform.
-
The role of individual and system characteristics in Computerized Training systems
Computers in Human Behavior, 1992Co-Authors: Michael D. Coovert, Eduardo Salas, Kamesh RamakrishnaAbstract:Abstract Two studies examined the role of characteristics that are important to consider in the development of Computerized Training systems. The first study employed covariance structure modeling and tested a hypothesized model regarding the relationship among three latent variables and a set of measured variables serving as indicators for the latent variables. The overall model fit quite well according to both statistical and practical assessments. Results indicate that, for naive users, a latent variable reflecting an individual's attitude toward computers has a significant influence on the other two latent variables, one being how the Computerized task is perceived, and the second being the choice of interacting with a computer in the future. A structural path representing the influence of the current experience with the computer has a small directional influence on future interaction preference with a person rather than a computer. A second study examined system characteristics and focused specifically on preferences for how much power an expert system should be given. Scenarios were developed depicting three different types of expert systems, each with three different levels of power. Results indicate that individuals prefer those systems with either low or moderate power, those which do not initiate action without human intervention. Systems that initiate action on their own are not viewed positively. The discussion focuses on implications for future Training systems.
Yoed Rabin - One of the best experts on this subject based on the ideXlab platform.
-
The role of exposure time in Computerized Training of prostate cryosurgery: performance comparison of surgical residents with engineering students.
International journal of computer assisted radiology and surgery, 2018Co-Authors: Purva Joshi, Anjali Sehrawat, Yoed RabinAbstract:Purpose This study aims at the evaluation of a prototype of a Computerized trainer for cryosurgery—the controlled destruction of cancer tumors by freezing. The hypothesis in this study is that computer-based cryosurgery Training for an optimal cryoprobe layout is essentially a matter of exposure time, rather than trainee background or the specific computer-generated planning target. Key geometric features under considerations are associated with spatial limitations on cryoprobes placement and the match between the resulted thermal field and the unique anatomy of the prostate.
-
Simulation-Based Cryosurgery Intelligent Tutoring System Prototype.
Technology in cancer research & treatment, 2015Co-Authors: Anjali Sehrawat, Robert Keelan, Kenji Shimada, Dona M. Wilfong, James T. Mccormick, Yoed RabinAbstract:As a part of an ongoing effort to develop Computerized Training tools for cryosurgery, the current study presents a proof of concept for a Computerized tool for cryosurgery tutoring. The tutoring s...
-
A11 Session 3: Computerized tools for cryosurgery Training
Cryobiology, 2014Co-Authors: Robert Keelan, Kenji Shimada, Hong Zhang, Yoed RabinAbstract:As a part of an ongoing program to develop Computerized Training software for cryosurgery, this presentation addresses three key elements of development: (i) a method to simulate ultrasound imaging in a virtual cryosurgery setup, (ii) a Training interface, and (iii) a framework for rapid bioheat transfer simulation, with a complete cryosurgery operation simulated in only a few seconds. The need for ultrasound simulations stems from the fact that frozen tissue and metallic objects have higher acoustic impedances than the surrounding soft tissue—the target of ultrasound imaging. The presence of these elements in the imaging field creates artifacts ranging from signal distortion to complete shadowing. A new method is displayed in the current presentation to effectively capture those artifacts for the physical simulation of the procedure. The need for a rapid simulation framework originates from the computationally intensive nature of Computerized Training, combining geometric modelling and phase-change effects. Benchmark studies on a newly developed GPU-based framework are displayed in this presentation, with a typical simulation runtime of 2 s for a cryosurgery operation of 5 min. Finally, a Training interface is displayed to integrate imaging and thermal simulations. Source of funding: This study was supported by Award Number R01CA134261 from the National Cancer Institute.
-
A10 Session 3: Computerized tools for cryosurgery Training : Computerized Training objectives and prototyping
Cryobiology, 2014Co-Authors: Yoed Rabin, Robert Keelan, Kenji Shimada, Anjali Sehrawat, Hong ZhangAbstract:Cryosurgery practices have evolved over the years in close relationship with concurrent technology developments. With the development of cryosurgery as a minimally invasive procedure about two decades ago, additional technical challenges have emerged, such as visualization of the process, correlating medical imaging with the thermal history, optimizing the geometry and the cooling capability of the cryoprobes, and optimizing the total number of cryoprobes and their layout. Recent developments in computer hardware and software technologies are enabling computer simulations of complete cryosurgery cases in a matter of seconds—two orders of magnitude faster than the simulated procedure. The current presentation aims at recent developments in computation tools for the purpose of cryosurgery Training. It displays verification of computer simulations with experimental results on inanimate materials, and discusses Training objectives and prototype development. Source of funding: This study was supported by Award Number R01CA134261 from the National Cancer Institute.
-
Computerized Training of cryosurgery - a system approach.
Cryo letters, 2013Co-Authors: Robert Keelan, Soji Yamakawa, Kenji Shimada, Yoed RabinAbstract:The objective of the current study is to provide the foundation for a Computerized Training platform for cryosurgery. Consistent with clinical practice, the Training process targets the correlation of the frozen region contour with the target region shape, using medical imaging and accepted criteria for clinical success. The current study focuses on system design considerations, including a bioheat transfer model, simulation techniques, optimal cryoprobe layout strategy, and a simulation core framework. Two fundamentally different approaches were considered for the development of a cryosurgery simulator, based on a finite-elements (FE) commercial code (ANSYS) and a proprietary finite-difference (FD) code. Results of this study demonstrate that the FE simulator is superior in terms of geometric modeling, while the FD simulator is superior in terms of runtime. Benchmarking results further indicate that the FD simulator is superior in terms of usage of memory resources, pre-processing, parallel processing, and post-processing. It is envisioned that future integration of a human-interface module and clinical data into the proposed computer framework will make Computerized Training of cryosurgery a practical reality.