ERIC Number: EJ872118
Record Type: Journal
Publication Date: 2010-Jan
Abstractor: As Provided
A Randomized Trial of Two Promising Computer-Based Interventions for Students with Attention Difficulties
Rabiner, David L.; Murray, Desiree W.; Skinner, Ann T; Malone, Patrick S.
Journal of Abnormal Child Psychology, v38 n1 p131-142 Jan 2010
Few studies have examined whether attention can be improved with training, even though attention difficulties adversely affect academic achievement. The present study was a randomized-controlled trial evaluating the impact of Computerized Attention Training (CAT) and Computer Assisted Instruction (CAI) on attention and academic performance in 77 inattentive first graders. Students receiving either intervention were more likely than controls to show a moderate decline in teacher rated attention problems in first grade. Students receiving CAI also showed gains in reading fluency and in teacher ratings of academic performance. Intervention effects for attention were absent by second grade largely because attention problems declined in all groups. However, post hoc analyses indicated potential longer-term benefits for children with 6 or more inattentive symptoms at baseline. Persistent attention problems were associated with poorer academic performance in multiple domains. Results provide initial evidence that CAT and CAI can improve children's attention in the classroom--and support additional studies to determine whether more clinically significant benefits are attainable.
Descriptors: Intervention, Reading Fluency, Reading Achievement, Computer Assisted Instruction, Grade 2, Grade 1, Attention, Educational Technology, Program Effectiveness, Elementary School Students, Program Evaluation, Comparative Analysis
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305H050036