Cognitive Intervention in a College-Aged Student with Learning Disabilites

Location

CSU Ballroom

Start Date

11-4-2017 2:00 PM

End Date

11-4-2017 3:30 PM

Student's Major

Speech, Hearing, and Rehabilitation Services

Student's College

Allied Health and Nursing

Mentor's Name

Megan Mahowald

Mentor's Department

Speech, Hearing, and Rehabilitation Services

Mentor's College

Allied Health and Nursing

Description

Complex cognitive and academic activities require substantial working memory and attention. College students with learning disabilities may have difficulty with working memory and attention. The effectiveness of cognitive therapy in a college-aged individual with learning disabilities that affect her working memory and sustained attention skills was explored through a single subject design study. The participant, Veronica (pseudonym), is a twenty-one-year-old college senior who is diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and self-referred herself for intervention to improve her ability to attend to and remember information from class and her textbooks. Intervention focused on working memory and attention strategies to improve phonological memory, working memory, and sustained attention. Each week, the participant was given three dictation probes and one reading comprehension probe in order to monitor progress. Pre and post cognitive and literacy assessment was completed. Results indicate improvement of working memory and attention awareness within the classroom setting.

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Apr 11th, 2:00 PM Apr 11th, 3:30 PM

Cognitive Intervention in a College-Aged Student with Learning Disabilites

CSU Ballroom

Complex cognitive and academic activities require substantial working memory and attention. College students with learning disabilities may have difficulty with working memory and attention. The effectiveness of cognitive therapy in a college-aged individual with learning disabilities that affect her working memory and sustained attention skills was explored through a single subject design study. The participant, Veronica (pseudonym), is a twenty-one-year-old college senior who is diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and self-referred herself for intervention to improve her ability to attend to and remember information from class and her textbooks. Intervention focused on working memory and attention strategies to improve phonological memory, working memory, and sustained attention. Each week, the participant was given three dictation probes and one reading comprehension probe in order to monitor progress. Pre and post cognitive and literacy assessment was completed. Results indicate improvement of working memory and attention awareness within the classroom setting.

Recommended Citation

Metzger, Kellie and Monique LaFontaine. "Cognitive Intervention in a College-Aged Student with Learning Disabilites." Undergraduate Research Symposium, Mankato, MN, April 11, 2017.
https://cornerstone.lib.mnsu.edu/urs/2017/poster-session-B/8