September 2017
Volume 17, Issue 10
Open Access
Vision Sciences Society Annual Meeting Abstract  |   August 2017
The cognitive benefits of NeuroTracker training across neurodevelopmental disorders: Who benefits from training attention with multiple object-tracking?
Author Affiliations
  • Domenico Tullo
    McGill University
    Educational and Counselling Pscyhology
  • Jocelyn Faubert
    Université de Montreal
    École d'Optométrie
  • Armando Bertone
    McGill University
    Educational and Counselling Pscyhology
Journal of Vision August 2017, Vol.17, 1307. doi:10.1167/17.10.1307
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      Domenico Tullo, Jocelyn Faubert, Armando Bertone; The cognitive benefits of NeuroTracker training across neurodevelopmental disorders: Who benefits from training attention with multiple object-tracking?. Journal of Vision 2017;17(10):1307. doi: 10.1167/17.10.1307.

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      © ARVO (1962-2015); The Authors (2016-present)

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Abstract

A previous school-based study found that training with a Multiple Object-Tracking paradigm (NeuroTracker) improved performance on a clinically validated measure of attention, for students diagnosed with a neurodevelopmental disorder (Tullo, Guy, Faubert, & Bertone, 2016). Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), and Intellectual Disability exhibiting different profiles of attention; therefore, an examination of which clinical profile benefits most from visuo-attentive NeuroTracker training can provide additional information to tailor cognitive remediation programs from a needs-based perspective. We explored the effect of training attention with NeuroTracker for students diagnosed with ASD compared to those diagnosed with other neurodevelopmental disorders. One hundred and twenty-nine students were included in the study (Mage = 13.24). All participants had a primary diagnosis of either ASD (n = 43), or any other neurodevelopmental disorder (n = 86; i.e., ADHD, Intellectual Disorder). A pre-assessment measure of attention was obtained for all participants via the Conners Continuous Performance Task (CPT-3) and then all participants were equally and randomly into; the experimental NeuroTracker training group (n = 43, nASD = 16), active control group (n = 43, nASD = 9) playing a strategy-math game: 2048, or treatment as usual group (n = 43, nASD = 25). After 15 training sessions, participants were reassessed on the CPT-3. Training by diagnostic group revealed that NeuroTracker performance doubled from the first to the final training session for both the ASD and non-ASD groups. Furthermore, there was no significant difference between change in CPT-3 scores after training with NeuroTracker between the ASD and non-ASD groups. Our findings demonstrate that training with NeuroTracker can benefit all students with problematic levels of attention, regardless of primary diagnosis. These results suggest that the Neurotracker training program is accessible and effective for children and adolescents with a neurodevelopmental condition that is independent of diagnostic profile.

Meeting abstract presented at VSS 2017

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