Jessica Fanning

Neural mechanisms of selective auditory attention are enhanced by computerized training : Electrophysiological evidence from language-impaired and typically developing children

Recent proposals suggest that some interventions designed to improve language skills might also target or train selective attention. The present study examined whether six weeks of high-intensity (100 min/day) training with a computerized intervention program designed to improve language skills would also influence neural mechanisms of selective auditory attention previously shown to be deficient in children with specific language impairment (SLI). Twenty children received computerized training, including 8 children diagnosed with SLI and 12 children with typically developing language. An additional 13 children with typically developing language received no specialized training (NoTx control group) but were tested and retested after a comparable time period to control for maturational and test-retest effects. Before and after training (or a comparable delay period for the NoTx control group), children completed standardized language assessments and an event-related brain potential (ERP) measure of selective auditory attention. Relative to the NoTx control group, children receiving training showed increases in standardized measures of receptive language. In addition, children receiving training showed larger increases in the effects of attention on neural processing following training relative to the NoTx control group. The enhanced effect of attention on neural processing represented a large effect size (Cohens d=0.8), and was specific to changes in signal enhancement of attended stimuli. These findings indicate that the neural mechanisms of selective auditory attention, previously shown to be deficient in children with SLI, can be remediated through training and can accompany improvements on standardized measures of language.

Family-based training program improves brain function, cognition, and behavior in lower socioeconomic status preschoolers

Using information from research on the neuroplasticity of selective attention and on the central role of successful parenting in child development, we developed and rigorously assessed a family-based training program designed to improve brain systems for selective attention in preschool children. One hundred forty-one lower socioeconomic status preschoolers enrolled in a Head Start program were randomly assigned to the training program, Head Start alone, or an active control group. Electrophysiological measures of children’s brain functions supporting selective attention, standardized measures of cognition, and parent-reported child behaviors all favored children in the treatment program relative to both control groups. Positive changes were also observed in the parents themselves. Effect sizes ranged from one-quarter to half of a standard deviation. These results lend impetus to the further development and broader implementation of evidence-based education programs that target at-risk families.

Creating Connections Between Researchers and Educators

ABSTRACT Translational research involving the development, implementation, and assessment of evidence-based interventions has shown promise in improving outcomes for children from lower socioeconomic-status backgrounds. One such approach involves 2-generation interventions, which target both children and their parents/caregivers. Here we traced the evolution of a 15-year partnership between researchers from the University of Oregon Brain Development Lab and educators from Head Start of Lane County, with a primary goal of developing, implementing, and evaluating a 2-generation intervention. The partnership has produced a successful 2-generation intervention, with current efforts focused on the development of a scaled-up delivery model that can be implemented by Head Start staff and integrated into existing Head Start structure classrooms. Taking a “lessons-learned” approach and including the perspectives of researchers and educators, we highlight 4 key themes that emerged from this partnership and may be useful to other researchers collaborating with educators to develop evidence-based interventions: 1) employ smaller-scale studies that trade ecological validity for experimental control to establish a proof of concept, 2) adapt to real-world constraints when scaling for broader implementation, 3) consider theoretical insights from smaller-scale studies when developing scalable delivery models, and 4) work together to find novel solutions to common problems. We close with results from a survey of teachers involved in the project, a broad reflection on successes of the collaboration, and a discussion on focusing efforts to sustain the intervention in the future.