Dr. Olmstead's extensive research, breaks exciting new ground in the treatment of learning disabled ADD / ADHD ( attention deficit disorder / attention deficit hyperactivity disorder ) children and adults.

Published November 2004

Dr. Olmstead Dissertation (85 pgs pdf)

Dr. Olsmtead Oral Dissertation (11 pgs pdf)

We thank MindSpa Inc. for the scientific materials.

Look for more information on MindSpa systems in our future newsletters!

Use of Auditory and Visual Stimulation to Improve Cognitive Abilities in Learning-Disabled Children

by

Ruth Olmstead

 

ABSTRACT


This study examined the effects of auditory and visual stimulation (AVS) on four specific cognitive abilities known to be weak in children diagnosed with learning disabilities (LDs). Learning disabilities comprise cognitive deficits in executive functioning; such deficits include working memory, encoding, visual-motor coordination, response inhibition, planning, and processing. Aside from medication, educational remediation, and classroom interventions, no specific intervention has been found to rehabilitate such cognitive weaknesses, although previous studies using AVS demonstrated enhanced academic performance in children with learning disabilities.
The Wechsler Intelligence Scale for Children-Third Edition (WISC-III) SCAD (Symbol Search, Coding,
Arithmetic, and Digit Span) was administered before and after 12 biweekly, 35-minute AVS sessions.
Two index scores from the SCAD profile were also assessed: Freedom from Distractability (FFD) and
Processing Speed (PS). The study design was quasi-experimental with repeated measures pre- and
posttreatment.

Findings demonstrated that AVS produced significant changes in specific cognitive abilities as measured by the WISC-III SCAD profile. Results suggest that this technology could greatly enhance the quality of life for learning-disabled individuals who, absent appropriate intervention, are at risk for social, psychological, and a multitude of personal disappointments and life-long
failures.

Table 1

 

Summary data for subtest scores pre and posttest of the WISC-II SCAD Profile (n = 30).

 

Variable

Pretest

Posttest

t

p

M

SD

M

SD

a.       Arithmetic

  6.2

2.6

  8.3

2.7

5.3

0.00

b.      Digit Span

  7.0

2.5

  9.6

3.4

7.4

0.00

c.       Coding

  6.0

2.8

  8.2

2.9

4.2

0.00

d.      Symbol Search

  6.9

2.2

10.6

2.8

6.2

0.00

e.       FD

13.2

4.3

17.5

5.5

6.8

0.00

f.        PS

12.9

3.9

18.8

4.7

6.8

0.00

 

 

 

 

Table 2

 

Comparison of pretest and posttest mean scores of Younger and Older Participants of WISC – III SCAD profile.

 

Group Variable

Pretest

Posttest

t

p

M

SD

M

SD

a.       Younger Arithmetic

6.0

2.7

  8.5

2.9

4.1

0.01

b.      Older Arithmetic

6.5

2.6

  8.1

2.5

3.9

0.02

c.       Younger Digit Span

6.7

2.7

  9.1

3.8

6.4

0.00

d.      Older Digit Span

7.5

2.2

10.2

2.7

4.2

0.01

e.       Younger Coding

6.0

2.9

  7.9

2.4

2.8

0.00

f.        Older Coding

6.0

2.8

  8.5

3.5

3.1

0.09

Note: Younger n = 18, Older n = 12.

 

 

Table 2, Continued.

 

Comparison of pretest and posttest mean scores of Younger and Older Participants of WISC – III SCAD profile.

 

Group Variable

Pretest

Posttest

t

p

M

SD

M

SD

a.       Younger Symbol Search

  7.1

2.6

10.1

2.6

4.4

0.00

b.      Older Symbol Search

  6.5

1.6

11.3

3

4.5

0.01

c.       Younger FFD

12.7

5.2

17.5

6.3

6.2

0.00

d.      Older FFD

14.0

2.5

17.5

4.2

3.3

0.07

e.       Younger PS

13.1

4.2

18.0

4.2

4.3

0.00

f.        Older PS

12.5

3.4

20.0

5.5

5.8

0.00

Note: Younger n = 18, Older n = 12.