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.
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
