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Elisha K Josev - One of the best experts on this subject based on the ideXlab platform.

  • investigating the brain structural connectome following working Memory Training in children born extremely preterm or extremely low birth weight
    Journal of Neuroscience Research, 2021
    Co-Authors: Claire E Kelly, Megan Spencersmith, Rebecca Harding, Katherine J Lee, Leona Pascoe, Elisha K Josev, Chris Adamson, Richard Beare, Chiara Nosarti
    Abstract:

    Children born extremely preterm (EP, <28 weeks' gestation) or extremely low birth weight (ELBW, <1,000 g) are a vulnerable population at high risk of working Memory impairments. We aimed to examine changes in the brain structural connectivity networks thought to underlie working Memory performance, after completion of a working Memory Training program (Cogmed) compared with a placebo program in EP/ELBW children. This was a double-blind, placebo-controlled randomized trial (the Improving Memory in a Preterm Randomised Intervention Trial). Children born EP/ELBW received either the Cogmed or placebo program at 7 years of age (n = 91). A subset of children had magnetic resonance imaging of the brain immediately pre- and 2 weeks post-Training (Cogmed n = 28; placebo n = 27). T1 -weighted and diffusion-weighted images were used to perform graph theoretical analysis of structural connectivity networks. Changes from pre-Training to post-Training in structural connectivity metrics were generally similar between randomized groups. There was little evidence that changes in structural connectivity metrics were related to changes in working Memory performance from pre- to post-Training. Overall, our results provide little evidence that the Cogmed working Memory Training program has Training-specific effects on structural connectivity networks in EP/ELBW children.

  • working Memory Training and brain structure and function in extremely preterm or extremely low birth weight children
    Human Brain Mapping, 2020
    Co-Authors: Claire E Kelly, Susan E. Gathercole, Megan Spencersmith, Leona Pascoe, Elisha K Josev, Chris Adamson, Chiara Nosarti, Deanne K Thompson, Jian Chen, Gehan Roberts
    Abstract:

    This study in children born extremely preterm (EP; <28 weeks' gestational age) or extremely low birth weight (ELBW; <1,000 g) investigated whether adaptive working Memory Training using Cogmed® is associated with structural and/or functional brain changes compared with a placebo program. Ninety-one EP/ELBW children were recruited at a mean (standard deviation) age of 7.8 (0.4) years. Children were randomly allocated to Cogmed or placebo (45-min sessions, 5 days a week over 5-7 weeks). A subset had usable magnetic resonance imaging (MRI) data preTraining and 2 weeks postTraining (structural, n = 48; diffusion, n = 43; task-based functional, n = 18). Statistical analyses examined whether cortical morphometry, white matter microstructure and blood oxygenation level-dependent (BOLD) signal during an n-back working Memory task changed from preTraining to postTraining in the Cogmed and placebo groups separately. Interaction analyses between time point and group were then performed. There was a significant increase in neurite density in several white matter regions from preTraining to postTraining in both the Cogmed and placebo groups. BOLD signal in the posterior cingulate and precuneus cortices during the n-back task increased from preTraining to postTraining in the Cogmed but not placebo group. Evidence for group-by-time interactions for the MRI measures was weak, suggesting that brain changes generally did not differ between Cogmed and placebo groups. Overall, while some structural and functional MRI changes between the preTraining and postTraining period in EP/ELBW children were observed, there was little evidence of Training-induced neuroplasticity, with changes generally identified in both groups. Trial registration Australian New Zealand Clinical Trials Registry, anzctr.org.au; ACTRN12612000124831.

  • long term academic functioning following cogmed working Memory Training for children born extremely preterm a randomized controlled trial
    The Journal of Pediatrics, 2018
    Co-Authors: Peter J Anderson, Gehan Roberts, Megan Spencersmith, Katherine J Lee, Elisha K Josev, Chiara Nosarti, Deanne K Thompson, Marc L Seal, Andrea Grehan, Susan E. Gathercole
    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.

  • preventing academic difficulties in preterm children a randomised controlled trial of an adaptive working Memory Training intervention imprint study
    BMC Pediatrics, 2013
    Co-Authors: Leona Pascoe, Gehan Roberts, Elisha K Josev, Lex W Doyle, Deanne K Thompson, Marc L Seal
    Abstract:

    Very preterm children exhibit difficulties in working Memory, a key cognitive ability vital to learning information and the development of academic skills. Previous research suggests that an adaptive working Memory Training intervention (Cogmed) may improve working Memory and other cognitive and behavioural domains, although further randomised controlled trials employing long-term outcomes are needed, and with populations at risk for working Memory deficits, such as children born preterm. In a cohort of extremely preterm (<28 weeks’ gestation)/extremely low birthweight (<1000 g) 7-year-olds, we will assess the effectiveness of Cogmed in improving academic functioning 2 years’ post-intervention. Secondary objectives are to assess the effectiveness of Cogmed in improving working Memory and attention 2 weeks’, 12 months’ and 24 months’ post-intervention, and to investigate Training related neuroplasticity in working Memory neural networks 2 weeks’ post-intervention. This double-blind, placebo-controlled, randomised controlled trial aims to recruit 126 extremely preterm/extremely low birthweight 7-year-old children. Children attending mainstream school without major intellectual, sensory or physical impairments will be eligible. Participating children will undergo an extensive baseline cognitive assessment before being randomised to either an adaptive or placebo (non-adaptive) version of Cogmed. Cogmed is a computerised working Memory Training program consisting of 25 sessions completed over a 5 to 7 week period. Each Training session takes approximately 35 minutes and will be completed in the child’s home. Structural, diffusion and functional Magnetic Resonance Imaging, which is optional for participants, will be completed prior to and 2 weeks following the Training period. Follow-up assessments focusing on academic skills (primary outcome), working Memory and attention (secondary outcomes) will be conducted at 2 weeks’, 12 months’ and 24 months’ post-intervention. To our knowledge, this study will be the first randomised controlled trial to (a) assess the effectiveness of Cogmed in school-aged extremely preterm/extremely low birthweight children, while incorporating advanced imaging techniques to investigate neural changes associated with adaptive working Memory Training, and (b) employ long-term follow-up to assess the potential benefit of improved working Memory on academic functioning. If effective, Cogmed would serve as a valuable, available intervention for improving developmental outcomes for this population. Australian New Zealand Clinical Trials Registry ACTRN12612000124831 .

Susan E. Gathercole - One of the best experts on this subject based on the ideXlab platform.

  • working Memory Training and brain structure and function in extremely preterm or extremely low birth weight children
    Human Brain Mapping, 2020
    Co-Authors: Claire E Kelly, Susan E. Gathercole, Megan Spencersmith, Leona Pascoe, Elisha K Josev, Chris Adamson, Chiara Nosarti, Deanne K Thompson, Jian Chen, Gehan Roberts
    Abstract:

    This study in children born extremely preterm (EP; <28 weeks' gestational age) or extremely low birth weight (ELBW; <1,000 g) investigated whether adaptive working Memory Training using Cogmed® is associated with structural and/or functional brain changes compared with a placebo program. Ninety-one EP/ELBW children were recruited at a mean (standard deviation) age of 7.8 (0.4) years. Children were randomly allocated to Cogmed or placebo (45-min sessions, 5 days a week over 5-7 weeks). A subset had usable magnetic resonance imaging (MRI) data preTraining and 2 weeks postTraining (structural, n = 48; diffusion, n = 43; task-based functional, n = 18). Statistical analyses examined whether cortical morphometry, white matter microstructure and blood oxygenation level-dependent (BOLD) signal during an n-back working Memory task changed from preTraining to postTraining in the Cogmed and placebo groups separately. Interaction analyses between time point and group were then performed. There was a significant increase in neurite density in several white matter regions from preTraining to postTraining in both the Cogmed and placebo groups. BOLD signal in the posterior cingulate and precuneus cortices during the n-back task increased from preTraining to postTraining in the Cogmed but not placebo group. Evidence for group-by-time interactions for the MRI measures was weak, suggesting that brain changes generally did not differ between Cogmed and placebo groups. Overall, while some structural and functional MRI changes between the preTraining and postTraining period in EP/ELBW children were observed, there was little evidence of Training-induced neuroplasticity, with changes generally identified in both groups. Trial registration Australian New Zealand Clinical Trials Registry, anzctr.org.au; ACTRN12612000124831.

  • long term academic functioning following cogmed working Memory Training for children born extremely preterm a randomized controlled trial
    The Journal of Pediatrics, 2018
    Co-Authors: Peter J Anderson, Gehan Roberts, Megan Spencersmith, Katherine J Lee, Elisha K Josev, Chiara Nosarti, Deanne K Thompson, Marc L Seal, Andrea Grehan, Susan E. Gathercole
    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.

  • academic outcomes 2 years after working Memory Training for children with low working Memory a randomized clinical trial
    JAMA Pediatrics, 2016
    Co-Authors: Gehan Roberts, Susan E. Gathercole, Jon Quach, Megan Spencersmith, Peter J Anderson, Lisa Gold, Kahling Sia, Fiona Mensah, Field W Rickards, John Ainley
    Abstract:

    Importance Working Memory Training may help children with attention and learning difficulties, but robust evidence from population-level randomized controlled clinical trials is lacking. Objective To test whether a computerized adaptive working Memory intervention program improves long-term academic outcomes of children 6 to 7 years of age with low working Memory compared with usual classroom teaching. Design, Setting, and Participants Population-based randomized controlled clinical trial of first graders from 44 schools in Melbourne, Australia, who underwent a verbal and visuospatial working Memory screening. Children were classified as having low working Memory if their scores were below the 15th percentile on either the Backward Digit Recall or Mister X subtest from the Automated Working Memory Assessment, or if their scores were below the 25th percentile on both. These children were randomly assigned by an independent statistician to either an intervention or a control arm using a concealed computerized random number sequence. Researchers were blinded to group assignment at time of screening. We conducted our trial from March 1, 2012, to February 1, 2015; our final analysis was on October 30, 2015. We used intention-to-treat analyses. Intervention Cogmed working Memory Training, comprising 20 to 25 Training sessions of 45 minutes’ duration at school. Main Outcomes and Measures Directly assessed (at 12 and 24 months) academic outcomes (reading, math, and spelling scores as primary outcomes) and working Memory (also assessed at 6 months); parent-, teacher-, and child-reported behavioral and social-emotional functioning and quality of life; and intervention costs. Results Of 1723 children screened (mean [SD] age, 6.9 [0.4] years), 226 were randomized to each arm (452 total), with 90% retention at 1 year and 88% retention at 2 years; 90.3% of children in the intervention arm completed at least 20 sessions. Of the 4 short-term and working Memory outcomes, 1 outcome (visuospatial short-term Memory) benefited the children at 6 months (effect size, 0.43 [95% CI, 0.25-0.62]) and 12 months (effect size, 0.49 [95% CI, 0.28-0.70]), but not at 24 months. There were no benefits to any other outcomes; in fact, the math scores of the children in the intervention arm were worse at 2 years (mean difference, −3.0 [95% CI, −5.4 to −0.7]; P  = .01). Intervention costs were A$1035 per child. Conclusions and Relevance Working Memory screening of children 6 to 7 years of age is feasible, and an adaptive working Memory Training program may temporarily improve visuospatial short-term Memory. Given the loss of classroom time, cost, and lack of lasting benefit, we cannot recommend population-based delivery of Cogmed within a screening paradigm. Trial Registration anzctr.org.au Identifier:ACTRN12610000486022

  • taking working Memory Training from the laboratory into schools
    Educational Psychology, 2014
    Co-Authors: Joni Holmes, Susan E. Gathercole
    Abstract:

    Working Memory skills have been shown to be enhanced by adaptive Training in several randomised controlled trials. Here, two field trials were conducted in which teachers administered working Memory Training to their own pupils in school. Twenty-two children aged 8-9 years participated in Trial 1. In Trial 2, 50 children aged 9-11 years with the lowest academic performance completed Training. They were matched with a group of 50 children who were not trained. Following Training, children in Trial 1 improved significantly in both trained and untrained working Memory tasks, with effect sizes comparable to those reported in research studies. Improvements on the trained tasks in Trial 2 were comparable, and Training was associated with significantly greater progress at school across the academic year in maths and English. These findings indicate that teacher-administered Training leads to generalised and robust gains in working Memory and educationally significant gains in academic performance.

  • Does working Memory Training lead to generalized improvements in children with low working Memory? A randomized controlled trial.
    Developmental science, 2013
    Co-Authors: Darren L. Dunning, Joni Holmes, Susan E. Gathercole
    Abstract:

    Children with low working Memory typically make poor educational progress, and it has been speculated that difficulties in meeting the heavy working Memory demands of the classroom may be a contributory factor. Intensive working Memory Training has been shown to boost performance on untrained Memory tasks in a variety of populations. This first randomized controlled trial with low working Memory children investigated whether the benefits of Training extend beyond standard working Memory tasks to other more complex activities typical of the classroom in which working Memory plays a role, as well as to other cognitive skills and developing academic abilities. Children aged 7-9 years received either adaptive working Memory Training, non-adaptive working Memory Training with low Memory loads, or no Training. Adaptive Training was associated with selective improvements in multiple untrained tests of working Memory, with no evidence of changes in classroom analogues of activities that tax working Memory, or any other cognitive assessments. Gains in verbal working Memory were sustained one year after Training. Thus the benefits of working Memory Training delivered in this way may not extend beyond structured working Memory tasks.

Gehan Roberts - One of the best experts on this subject based on the ideXlab platform.

  • working Memory Training and brain structure and function in extremely preterm or extremely low birth weight children
    Human Brain Mapping, 2020
    Co-Authors: Claire E Kelly, Susan E. Gathercole, Megan Spencersmith, Leona Pascoe, Elisha K Josev, Chris Adamson, Chiara Nosarti, Deanne K Thompson, Jian Chen, Gehan Roberts
    Abstract:

    This study in children born extremely preterm (EP; <28 weeks' gestational age) or extremely low birth weight (ELBW; <1,000 g) investigated whether adaptive working Memory Training using Cogmed® is associated with structural and/or functional brain changes compared with a placebo program. Ninety-one EP/ELBW children were recruited at a mean (standard deviation) age of 7.8 (0.4) years. Children were randomly allocated to Cogmed or placebo (45-min sessions, 5 days a week over 5-7 weeks). A subset had usable magnetic resonance imaging (MRI) data preTraining and 2 weeks postTraining (structural, n = 48; diffusion, n = 43; task-based functional, n = 18). Statistical analyses examined whether cortical morphometry, white matter microstructure and blood oxygenation level-dependent (BOLD) signal during an n-back working Memory task changed from preTraining to postTraining in the Cogmed and placebo groups separately. Interaction analyses between time point and group were then performed. There was a significant increase in neurite density in several white matter regions from preTraining to postTraining in both the Cogmed and placebo groups. BOLD signal in the posterior cingulate and precuneus cortices during the n-back task increased from preTraining to postTraining in the Cogmed but not placebo group. Evidence for group-by-time interactions for the MRI measures was weak, suggesting that brain changes generally did not differ between Cogmed and placebo groups. Overall, while some structural and functional MRI changes between the preTraining and postTraining period in EP/ELBW children were observed, there was little evidence of Training-induced neuroplasticity, with changes generally identified in both groups. Trial registration Australian New Zealand Clinical Trials Registry, anzctr.org.au; ACTRN12612000124831.

  • long term academic functioning following cogmed working Memory Training for children born extremely preterm a randomized controlled trial
    The Journal of Pediatrics, 2018
    Co-Authors: Peter J Anderson, Gehan Roberts, Megan Spencersmith, Katherine J Lee, Elisha K Josev, Chiara Nosarti, Deanne K Thompson, Marc L Seal, Andrea Grehan, Susan E. Gathercole
    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.

  • academic outcomes 2 years after working Memory Training for children with low working Memory a randomized clinical trial
    JAMA Pediatrics, 2016
    Co-Authors: Gehan Roberts, Susan E. Gathercole, Jon Quach, Megan Spencersmith, Peter J Anderson, Lisa Gold, Kahling Sia, Fiona Mensah, Field W Rickards, John Ainley
    Abstract:

    Importance Working Memory Training may help children with attention and learning difficulties, but robust evidence from population-level randomized controlled clinical trials is lacking. Objective To test whether a computerized adaptive working Memory intervention program improves long-term academic outcomes of children 6 to 7 years of age with low working Memory compared with usual classroom teaching. Design, Setting, and Participants Population-based randomized controlled clinical trial of first graders from 44 schools in Melbourne, Australia, who underwent a verbal and visuospatial working Memory screening. Children were classified as having low working Memory if their scores were below the 15th percentile on either the Backward Digit Recall or Mister X subtest from the Automated Working Memory Assessment, or if their scores were below the 25th percentile on both. These children were randomly assigned by an independent statistician to either an intervention or a control arm using a concealed computerized random number sequence. Researchers were blinded to group assignment at time of screening. We conducted our trial from March 1, 2012, to February 1, 2015; our final analysis was on October 30, 2015. We used intention-to-treat analyses. Intervention Cogmed working Memory Training, comprising 20 to 25 Training sessions of 45 minutes’ duration at school. Main Outcomes and Measures Directly assessed (at 12 and 24 months) academic outcomes (reading, math, and spelling scores as primary outcomes) and working Memory (also assessed at 6 months); parent-, teacher-, and child-reported behavioral and social-emotional functioning and quality of life; and intervention costs. Results Of 1723 children screened (mean [SD] age, 6.9 [0.4] years), 226 were randomized to each arm (452 total), with 90% retention at 1 year and 88% retention at 2 years; 90.3% of children in the intervention arm completed at least 20 sessions. Of the 4 short-term and working Memory outcomes, 1 outcome (visuospatial short-term Memory) benefited the children at 6 months (effect size, 0.43 [95% CI, 0.25-0.62]) and 12 months (effect size, 0.49 [95% CI, 0.28-0.70]), but not at 24 months. There were no benefits to any other outcomes; in fact, the math scores of the children in the intervention arm were worse at 2 years (mean difference, −3.0 [95% CI, −5.4 to −0.7]; P  = .01). Intervention costs were A$1035 per child. Conclusions and Relevance Working Memory screening of children 6 to 7 years of age is feasible, and an adaptive working Memory Training program may temporarily improve visuospatial short-term Memory. Given the loss of classroom time, cost, and lack of lasting benefit, we cannot recommend population-based delivery of Cogmed within a screening paradigm. Trial Registration anzctr.org.au Identifier:ACTRN12610000486022

  • preventing academic difficulties in preterm children a randomised controlled trial of an adaptive working Memory Training intervention imprint study
    BMC Pediatrics, 2013
    Co-Authors: Leona Pascoe, Gehan Roberts, Elisha K Josev, Lex W Doyle, Deanne K Thompson, Marc L Seal
    Abstract:

    Very preterm children exhibit difficulties in working Memory, a key cognitive ability vital to learning information and the development of academic skills. Previous research suggests that an adaptive working Memory Training intervention (Cogmed) may improve working Memory and other cognitive and behavioural domains, although further randomised controlled trials employing long-term outcomes are needed, and with populations at risk for working Memory deficits, such as children born preterm. In a cohort of extremely preterm (<28 weeks’ gestation)/extremely low birthweight (<1000 g) 7-year-olds, we will assess the effectiveness of Cogmed in improving academic functioning 2 years’ post-intervention. Secondary objectives are to assess the effectiveness of Cogmed in improving working Memory and attention 2 weeks’, 12 months’ and 24 months’ post-intervention, and to investigate Training related neuroplasticity in working Memory neural networks 2 weeks’ post-intervention. This double-blind, placebo-controlled, randomised controlled trial aims to recruit 126 extremely preterm/extremely low birthweight 7-year-old children. Children attending mainstream school without major intellectual, sensory or physical impairments will be eligible. Participating children will undergo an extensive baseline cognitive assessment before being randomised to either an adaptive or placebo (non-adaptive) version of Cogmed. Cogmed is a computerised working Memory Training program consisting of 25 sessions completed over a 5 to 7 week period. Each Training session takes approximately 35 minutes and will be completed in the child’s home. Structural, diffusion and functional Magnetic Resonance Imaging, which is optional for participants, will be completed prior to and 2 weeks following the Training period. Follow-up assessments focusing on academic skills (primary outcome), working Memory and attention (secondary outcomes) will be conducted at 2 weeks’, 12 months’ and 24 months’ post-intervention. To our knowledge, this study will be the first randomised controlled trial to (a) assess the effectiveness of Cogmed in school-aged extremely preterm/extremely low birthweight children, while incorporating advanced imaging techniques to investigate neural changes associated with adaptive working Memory Training, and (b) employ long-term follow-up to assess the potential benefit of improved working Memory on academic functioning. If effective, Cogmed would serve as a valuable, available intervention for improving developmental outcomes for this population. Australian New Zealand Clinical Trials Registry ACTRN12612000124831 .

Megan Spencersmith - One of the best experts on this subject based on the ideXlab platform.

  • investigating the brain structural connectome following working Memory Training in children born extremely preterm or extremely low birth weight
    Journal of Neuroscience Research, 2021
    Co-Authors: Claire E Kelly, Megan Spencersmith, Rebecca Harding, Katherine J Lee, Leona Pascoe, Elisha K Josev, Chris Adamson, Richard Beare, Chiara Nosarti
    Abstract:

    Children born extremely preterm (EP, <28 weeks' gestation) or extremely low birth weight (ELBW, <1,000 g) are a vulnerable population at high risk of working Memory impairments. We aimed to examine changes in the brain structural connectivity networks thought to underlie working Memory performance, after completion of a working Memory Training program (Cogmed) compared with a placebo program in EP/ELBW children. This was a double-blind, placebo-controlled randomized trial (the Improving Memory in a Preterm Randomised Intervention Trial). Children born EP/ELBW received either the Cogmed or placebo program at 7 years of age (n = 91). A subset of children had magnetic resonance imaging of the brain immediately pre- and 2 weeks post-Training (Cogmed n = 28; placebo n = 27). T1 -weighted and diffusion-weighted images were used to perform graph theoretical analysis of structural connectivity networks. Changes from pre-Training to post-Training in structural connectivity metrics were generally similar between randomized groups. There was little evidence that changes in structural connectivity metrics were related to changes in working Memory performance from pre- to post-Training. Overall, our results provide little evidence that the Cogmed working Memory Training program has Training-specific effects on structural connectivity networks in EP/ELBW children.

  • working Memory Training and brain structure and function in extremely preterm or extremely low birth weight children
    Human Brain Mapping, 2020
    Co-Authors: Claire E Kelly, Susan E. Gathercole, Megan Spencersmith, Leona Pascoe, Elisha K Josev, Chris Adamson, Chiara Nosarti, Deanne K Thompson, Jian Chen, Gehan Roberts
    Abstract:

    This study in children born extremely preterm (EP; <28 weeks' gestational age) or extremely low birth weight (ELBW; <1,000 g) investigated whether adaptive working Memory Training using Cogmed® is associated with structural and/or functional brain changes compared with a placebo program. Ninety-one EP/ELBW children were recruited at a mean (standard deviation) age of 7.8 (0.4) years. Children were randomly allocated to Cogmed or placebo (45-min sessions, 5 days a week over 5-7 weeks). A subset had usable magnetic resonance imaging (MRI) data preTraining and 2 weeks postTraining (structural, n = 48; diffusion, n = 43; task-based functional, n = 18). Statistical analyses examined whether cortical morphometry, white matter microstructure and blood oxygenation level-dependent (BOLD) signal during an n-back working Memory task changed from preTraining to postTraining in the Cogmed and placebo groups separately. Interaction analyses between time point and group were then performed. There was a significant increase in neurite density in several white matter regions from preTraining to postTraining in both the Cogmed and placebo groups. BOLD signal in the posterior cingulate and precuneus cortices during the n-back task increased from preTraining to postTraining in the Cogmed but not placebo group. Evidence for group-by-time interactions for the MRI measures was weak, suggesting that brain changes generally did not differ between Cogmed and placebo groups. Overall, while some structural and functional MRI changes between the preTraining and postTraining period in EP/ELBW children were observed, there was little evidence of Training-induced neuroplasticity, with changes generally identified in both groups. Trial registration Australian New Zealand Clinical Trials Registry, anzctr.org.au; ACTRN12612000124831.

  • long term academic functioning following cogmed working Memory Training for children born extremely preterm a randomized controlled trial
    The Journal of Pediatrics, 2018
    Co-Authors: Peter J Anderson, Gehan Roberts, Megan Spencersmith, Katherine J Lee, Elisha K Josev, Chiara Nosarti, Deanne K Thompson, Marc L Seal, Andrea Grehan, Susan E. Gathercole
    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.

  • academic outcomes 2 years after working Memory Training for children with low working Memory a randomized clinical trial
    JAMA Pediatrics, 2016
    Co-Authors: Gehan Roberts, Susan E. Gathercole, Jon Quach, Megan Spencersmith, Peter J Anderson, Lisa Gold, Kahling Sia, Fiona Mensah, Field W Rickards, John Ainley
    Abstract:

    Importance Working Memory Training may help children with attention and learning difficulties, but robust evidence from population-level randomized controlled clinical trials is lacking. Objective To test whether a computerized adaptive working Memory intervention program improves long-term academic outcomes of children 6 to 7 years of age with low working Memory compared with usual classroom teaching. Design, Setting, and Participants Population-based randomized controlled clinical trial of first graders from 44 schools in Melbourne, Australia, who underwent a verbal and visuospatial working Memory screening. Children were classified as having low working Memory if their scores were below the 15th percentile on either the Backward Digit Recall or Mister X subtest from the Automated Working Memory Assessment, or if their scores were below the 25th percentile on both. These children were randomly assigned by an independent statistician to either an intervention or a control arm using a concealed computerized random number sequence. Researchers were blinded to group assignment at time of screening. We conducted our trial from March 1, 2012, to February 1, 2015; our final analysis was on October 30, 2015. We used intention-to-treat analyses. Intervention Cogmed working Memory Training, comprising 20 to 25 Training sessions of 45 minutes’ duration at school. Main Outcomes and Measures Directly assessed (at 12 and 24 months) academic outcomes (reading, math, and spelling scores as primary outcomes) and working Memory (also assessed at 6 months); parent-, teacher-, and child-reported behavioral and social-emotional functioning and quality of life; and intervention costs. Results Of 1723 children screened (mean [SD] age, 6.9 [0.4] years), 226 were randomized to each arm (452 total), with 90% retention at 1 year and 88% retention at 2 years; 90.3% of children in the intervention arm completed at least 20 sessions. Of the 4 short-term and working Memory outcomes, 1 outcome (visuospatial short-term Memory) benefited the children at 6 months (effect size, 0.43 [95% CI, 0.25-0.62]) and 12 months (effect size, 0.49 [95% CI, 0.28-0.70]), but not at 24 months. There were no benefits to any other outcomes; in fact, the math scores of the children in the intervention arm were worse at 2 years (mean difference, −3.0 [95% CI, −5.4 to −0.7]; P  = .01). Intervention costs were A$1035 per child. Conclusions and Relevance Working Memory screening of children 6 to 7 years of age is feasible, and an adaptive working Memory Training program may temporarily improve visuospatial short-term Memory. Given the loss of classroom time, cost, and lack of lasting benefit, we cannot recommend population-based delivery of Cogmed within a screening paradigm. Trial Registration anzctr.org.au Identifier:ACTRN12610000486022

Chiara Nosarti - One of the best experts on this subject based on the ideXlab platform.

  • investigating the brain structural connectome following working Memory Training in children born extremely preterm or extremely low birth weight
    Journal of Neuroscience Research, 2021
    Co-Authors: Claire E Kelly, Megan Spencersmith, Rebecca Harding, Katherine J Lee, Leona Pascoe, Elisha K Josev, Chris Adamson, Richard Beare, Chiara Nosarti
    Abstract:

    Children born extremely preterm (EP, <28 weeks' gestation) or extremely low birth weight (ELBW, <1,000 g) are a vulnerable population at high risk of working Memory impairments. We aimed to examine changes in the brain structural connectivity networks thought to underlie working Memory performance, after completion of a working Memory Training program (Cogmed) compared with a placebo program in EP/ELBW children. This was a double-blind, placebo-controlled randomized trial (the Improving Memory in a Preterm Randomised Intervention Trial). Children born EP/ELBW received either the Cogmed or placebo program at 7 years of age (n = 91). A subset of children had magnetic resonance imaging of the brain immediately pre- and 2 weeks post-Training (Cogmed n = 28; placebo n = 27). T1 -weighted and diffusion-weighted images were used to perform graph theoretical analysis of structural connectivity networks. Changes from pre-Training to post-Training in structural connectivity metrics were generally similar between randomized groups. There was little evidence that changes in structural connectivity metrics were related to changes in working Memory performance from pre- to post-Training. Overall, our results provide little evidence that the Cogmed working Memory Training program has Training-specific effects on structural connectivity networks in EP/ELBW children.

  • working Memory Training and brain structure and function in extremely preterm or extremely low birth weight children
    Human Brain Mapping, 2020
    Co-Authors: Claire E Kelly, Susan E. Gathercole, Megan Spencersmith, Leona Pascoe, Elisha K Josev, Chris Adamson, Chiara Nosarti, Deanne K Thompson, Jian Chen, Gehan Roberts
    Abstract:

    This study in children born extremely preterm (EP; <28 weeks' gestational age) or extremely low birth weight (ELBW; <1,000 g) investigated whether adaptive working Memory Training using Cogmed® is associated with structural and/or functional brain changes compared with a placebo program. Ninety-one EP/ELBW children were recruited at a mean (standard deviation) age of 7.8 (0.4) years. Children were randomly allocated to Cogmed or placebo (45-min sessions, 5 days a week over 5-7 weeks). A subset had usable magnetic resonance imaging (MRI) data preTraining and 2 weeks postTraining (structural, n = 48; diffusion, n = 43; task-based functional, n = 18). Statistical analyses examined whether cortical morphometry, white matter microstructure and blood oxygenation level-dependent (BOLD) signal during an n-back working Memory task changed from preTraining to postTraining in the Cogmed and placebo groups separately. Interaction analyses between time point and group were then performed. There was a significant increase in neurite density in several white matter regions from preTraining to postTraining in both the Cogmed and placebo groups. BOLD signal in the posterior cingulate and precuneus cortices during the n-back task increased from preTraining to postTraining in the Cogmed but not placebo group. Evidence for group-by-time interactions for the MRI measures was weak, suggesting that brain changes generally did not differ between Cogmed and placebo groups. Overall, while some structural and functional MRI changes between the preTraining and postTraining period in EP/ELBW children were observed, there was little evidence of Training-induced neuroplasticity, with changes generally identified in both groups. Trial registration Australian New Zealand Clinical Trials Registry, anzctr.org.au; ACTRN12612000124831.

  • long term academic functioning following cogmed working Memory Training for children born extremely preterm a randomized controlled trial
    The Journal of Pediatrics, 2018
    Co-Authors: Peter J Anderson, Gehan Roberts, Megan Spencersmith, Katherine J Lee, Elisha K Josev, Chiara Nosarti, Deanne K Thompson, Marc L Seal, Andrea Grehan, Susan E. Gathercole
    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.