- Welcome from the Director
- Agenda and Presentations
- Plenary Sessions: Remarks and Presentations
- Speakers' Bios for Plenary Sessions
- Poster Presentations
- Cognition and Student Learning
- Cognition and Student Learning and Science
- General Topics
- Mathematics, Reading, and Others
- Policy, NAEP, Preschool Curriculum Evaluation Research (PCER), Science, and Others
- Policy, Cognition and Student Learning, and Others
- Policy, Science, Cognition and Student Learning, and Others
- Predoctoral Interdisciplinary Research Training Programs
- Reading
- Reading and Others
- Reading, Social and Character Development (SACD), and Others
- Reading and Teacher Quality
- Adolescent Development: An Improved Replication Study
- Children's Number Categories and Understanding of Numerical Magnitude
- Children's Perceptions of the Classroom Environment and Social and Academic Performance: A Longitudinal Analysis of the Contribution of the Responsive Classroom Approach
- Determining the Concurrent and Predictive Validity of Two Emergent Literacy Screeners
- Do Fathers Matter? The Role of Father Involvement in Pre-adolescent Academic and Social Development
- Effective Accountability: Success of State Departments of Education at Promoting and Implementing State Standards and Test-based Accountability, 1981–2001
- Effective Intervention in School Settings Requires the Recognition of Individual Differences in Autism
- Effects of Comparison on Learning New Principles
- The Effects of Diagrams and Diagramming Tools on the Analysis of Social Policy
- Experimental Validation of Instructional Materials on Usability-Supporting Architectural Patterns
- Exploring Effects of Different Instructional Approaches to Reading Comprehension
- The Help Tutor: Improving Students' Help-seeking Behavior While Working with Intelligent Tutoring Systems
- Identifying and Overcoming the Learning Gaps Created by Early Childhood Poverty
- Immigrant Differences in Early Reading Achievement: Evidence from the ECLS-K
- Information and Access: Modeling the Impact of Information on a Student's Probability of Attending College
- Intelligent Tutoring of the Structure Strategy Improves Reading Comprehension of Fifth and Seventh Grade Students
- Interactive Effect of Parenting and Teaching Styles on Academic Achievement
- Investigation of a Brain-Based Intervention to Improve Performance on Multiple Attention Based Tasks
- iSTART: An Interactive Reading Strategy Yutoring System that Helps Adolescent Readerse Understand Challenging Text
- 'Mindless Reading' and its Effects on Comprehension
- Preschool Classroom Quality: Impacts on Reading Outcomes for Children With and Without Language Impairment
- Priming: Language Intervention for Children Prenatally Exposed to Cocaine
- Profiles of Approaches to Learning in Head Start Preschoolers
- The Reading Trajectory of Children with Language Impairment from Preschool to Fifth Grade: A Prospective Study of the Forecast for School
- Re-entry into the Community: The Impact of School Enrollment on Future Recidivism
- Risk Factors Available in Birth Certificate Records for Mental and Motor Delay at 9-months
- School Factors as Mediators of the Relation between Child Maltreatment and Adult Crime: An Examination of a Long-Term Developmental Model
- Student Motivation and Engagement During Classroom Discussion
- Teacher Licensure Tests and Student Achievement
- Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool
- Temperament, Approaches to Learning, and Children's School Readiness
- Toddlers' Imitation of New Skills from Video and Live Instruction
- The Trajectory of Student Interest and Its Implications for Learning and Achievement
- Transitioning to School: Describing the Classroom Environment of Rural, Low-Income Children in Kindergarten and 1st Grade
- Uniform Admissions Policies and Effects of Elite Schools
- Using Student Progress to Evaluate Teachers: A Primer on Value-Added Models
- Your Brain on Geometry
Conference Program (865 KB)
Investigation of a Brain-Based Intervention to Improve Performance on Multiple Attention Based Tasks
Presenter:
KatieAnn Skogsberg, Northwestern University
Abstract: Whether you are reading a textbook at home or listening to a lecture, the ability to focus and maintain attention is both a challenge and of paramount importance. Why is it then that some students are able to attend for extended periods of time while others require constant reinforcement? Is it possible that there is something going on in the brain that allows some students to control and regulate their own attention while others need outside support to redirect or maintain their attention?
Studies of children with ADHD using quantitative electroencephalography (QEEG's) suggest that they have different patterns of brain activity than normal participants. Additionally, some studies have reported that a unique and innovative intervention called "Neurofeedback" (a type of biofeedback that targets brain activity) can help not only children with ADHD but also non-disordered participants to improve performance on attention based tasks.
The main goal of our study is to investigate the relationship between the EEG activity of non-disordered participants and performance on a novel series of attention based tasks. Additionally, Neurofeedback training will be explored as a potential way of boosting performance. Evaluations will include pre and post training assessments of QEEG recordings and changes in performance on attention based tasks.
Potential applications for education include the use of QEEG's and multiple attention based tasks to identify students with poor attention skills. Additionally, the use of Neruofeedback may provide an effective intervention to help students with poor attention skills learn to focus and better maintain their attention.