Can Working Memory Training Help Children With Borderline IQ and ADHD/Autism?

What you need to know

• Both adaptive and non-adaptive working memory training led to improvements in children with borderline intellectual functioning and ADHD/autism
• The more intensive adaptive training did not show superior benefits compared to the less intensive control training
• Structured learning environments with consistent practice may help these children develop better cognitive skills and coping strategies

The Challenge of Learning Differences

Many children face challenges with attention, memory, and learning - but for those with borderline intellectual functioning (IQ between 70-85) and conditions like ADHD or autism, these difficulties can be especially pronounced. Up to 10% of children have borderline intellectual functioning, and about one-third of them also have ADHD, autism, or both. This combination creates unique obstacles for learning and development.

What is Working Memory Training?

Working memory is like a mental workspace that helps us hold and manipulate information while performing tasks. Working memory training involves computerized exercises designed to strengthen this cognitive skill through practice. The training can be adaptive (automatically adjusting difficulty based on performance) or non-adaptive (maintaining a consistent, lower difficulty level).

The Research Study

Researchers conducted a carefully controlled study with 72 children aged 10-13 who had borderline intellectual functioning along with ADHD and/or autism. The children were randomly assigned to complete either:

• An adaptive working memory training program that increased in difficulty based on performance
• A non-adaptive version that maintained an easier, consistent level

Both groups completed 25 training sessions over 5 weeks, with each session lasting 30-45 minutes. The researchers measured working memory, attention, academic skills and behavior before training, immediately after, and 6 months later.

Key Findings

Interestingly, both groups showed improvements in:

• Working memory capacity
• Attention and concentration
• Reading and math skills
• Behavioral symptoms of ADHD and autism

However, the adaptive training group did not show significantly greater gains compared to the non-adaptive group, despite working at higher difficulty levels.

What This Means for You

If your child has borderline intellectual functioning along with ADHD and/or autism, this research suggests that:

• Consistent cognitive practice in a structured environment can lead to meaningful improvements
• The intensity level may matter less than maintaining regular engagement
• Setting aside dedicated time for focused mental exercises could be beneficial
• Working memory training might be one useful tool as part of a comprehensive support approach

Remember that every child is different - what works best may vary based on individual strengths, challenges and circumstances. Consider discussing cognitive training options with your child’s healthcare providers to determine if it might be helpful as part of their overall treatment plan.

Conclusions

• Both intensive and lighter versions of working memory training appeared to benefit children with borderline intellectual functioning and ADHD/autism
• The structured nature of the training environment may be more important than the specific difficulty level
• More research is needed to determine the optimal training approach and which children are most likely to benefit