Use of auditory and visual stimulation to improve cognitive abilities in learning -disabled children
This study examined the effects of auditory and visual stimulation (AVS) on four specific cognitive abilities known to be weak in children diagnosed with Teaming 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.