3rd Things…Doing Cogmed with Your Preschooler Might be Next

With parenting young children the timing of what you focus upon can seem confusing.  You can’t focus on all things at the same time.  I will help you with this issue for your ADHD child today.

Here is your simple “to do list” as a parent of an ADHD child.  Parenting young children conceptually can be simple.  It is the execution that is the challenge.  Here is our critical conceptual list:

1. Stop aggression.  We discussed this in a previous blog post. You did that? Yes? Check.
2. Nurture social skills.  He or she needs a friend.  Also, covered previously in this blog.  You’re facilitating that? Yes, it is a work in progress, but you are working on it.  Ok, good.
3. Is Cogmed next? 

Cogmed might be the next step for your preschooler.

Keep reading and you will find out if it is.    

When is the best time to do Cogmed? 

Arguably, the earlier a child does Cogmed the better. 

Yet, it is more complicated than that.

A better frame for the question is this:  

What are the distinct benefits of doing Cogmed Working Memory Training ^TM with young children, say, preschoolers? 

THE ARGUMENT FOR “EARLIER THE BETTER”

The argument for the earlier the better is persuasive because working memory relates to so many areas of cognitive functioning. Take reading and math achievement as examples. Working memory has been found to be related both to reading and math achievement. The logic is simple.  Instead of just letting your child get behind when you notice concerns in preschool, you have the possibility of preventing problems or reducing them. Not only that, it could even assist your child in staying in step with their  classmates and possibly even getting ahead. 

The argument for “the earlier the better” is further bolstered by the burgeoning self-concept. As we all recall, we were separated into the “accelerated” reading and math groups as early as 1^st grade. This obviously affects a child’s developing sense of self. You may remember being placed in the “smart” group.  Or, maybe you remember being placed in the “slower” group. These groupings contribute to a child’s sense of self. So, the logic is if we can help him or her earlier, why not?

THE CHALLENGE OF PRESCHOOLERS DOING Cogmed Working Memory Training ^TM:

The biggest challenge of this age is the more limited research on them with Cogmed.  This is due to the fact that the program for working with preschoolers called “Cogmed JM” was only recently introduced to the public in 2009.    A study by Thorell, L B, Lindqvist S, Bergman S, Bohlin G, Klingberg T. was published in Developmental Science, December 2008:  “Training and transfer effects of executive functions in preschool children”. 

The investigators reported that the children trained in the program improved both on the training tasks themselves but also ‘on non-trained tasked of visual-spatial WM and verbal WM than control children’.  (*define WM.) The magnitude of these differences would be considered large by conventional standards, i.e., effect sizes greater than .80. (*Do you need to include effect size; will that mean anything to your audience?) They also showed greater improvement on computerized tests of visual and auditory attention; although the effect sizes here were moderate.

The results of this study introduce an important possible distinction between training preschoolers compared to training school-aged children:  “Generalization to improvements in inhibitory control was not found.” In other words, the preschool children were not better able to sit still, not more calm and not less hyperactive.  (*Add more about inhibition:  defince/explain [I know—again]).  What does this mean for parenting of young children?  If your child predominantly has problems with inhibition, hyperactivity and impulsivity and he does not struggle that much with attention training in preschool, Cogmed may not be a wise choice for your child at this point.  Waiting until they are school age may be a better strategy.  This is in contrast to the studies of school-aged children who have been found to have a reduction in hyperactivity, impulsivity or an increase in “inhibition”.  However, keep in mind that one study does not establish a distinct trend.  Even with that in mind this distinction may be supported by further research.  Also, the positive gains on working memory are consistent with the larger developing body of research supporting the effectiveness of this program improving working memory and attention. 

Yet, in contrast, if your preschooler is not predominantly hyperactive but is inattentive then Cogmed in preschool could prevent academic and social struggles.  With preschool children, who are not hyperactive but are inattentive, doing Cogmed early seems quite persuasive.  With children who are mildly hyperactive, it would seem a reasonable judgment call for them to do Cogmed in preschool.  However, for preschoolers who are excessively hyperactive, doing Cogmed would seem less reasonable with the given research results unless the child were possibly medicated for the hyperactivity.

So, to summarize. Cogmed for preschoolers with primarily inattention issues has the potential to prevent social and academic problems.  If hyperactivity or impulsivity is very high in your child it may be better to wait until grade school to do Cogmed and he may still need medication to manage impulsivity.

Dr. Charles Shinaver

Located in Carmel, Indiana near Indianapolis, Noblesville, Fishers, Zionsville, and Westfield.

Parent of Children at Guerin Catholic and Our Lady of Mount Carmel Schools.

 Host of                                        And provider of

 Clarity4Health.com            Cogmed Working Memory Training^TM

Life Coaching, BeachBody Coaching and ADHD & Cogmed Coaching you through web and phone: 

No matter where you are.

371-641-7794, clarity4health@gmail.com