Case Study: Bobby

Bobby was an 8 year old boy who was described by his teachers as verbally gifted, but with poor handwriting, concentration and attention. He was a sensitive, timid child, who became frustrated easily and had great difficulty sitting still. Although he could verbally relate a story, he was "unable to get it down onto paper", approaching such tasks in a disorganized way. In addition, he was always losing things, and needed frequent prompts to follow through on requests and routine activities.

His parents came to us persuing Cogmed, believing that it would help their son to reach his potential. Assessment revealed that he had a significant working memory deficit and the Cogmed Working Memory Training Program was implemented - 45-60 minutes sessions, 5 days per week at home, online for 5 weeks with weekly coaching calls. He started the training in the Easter school holidays.

Within 3 weeks of starting the program, Bobby's teacher began reporting improvements in attention and concentration, describing him as a "different child", who also appeared "much happier". His parents concurred, reporting increased independence and thoughtfulness.

Since completing the program, homework is no longer a chore for Bobby or his mother. Where once it took 2-3 hours a week, it now takes 45 minutes. Written expression is improving in organization, and extended family members and neighbours are commenting on his confidence and clarity of thinking and communication.

A week after completing Cogmed, he scored his first soccer goal, playing with focus, intensity and confidence - changes that his parents attribute in large part to his Cogmed training.

The improvements achieved with Cogmed were leveraged at home, school and clinically to continue to expand Bobby's skill set academically and further improve written communication skills - which, although improved, still required further attention to close the gap between himself and his peers in this area.

6 weeks post Cogmed training and Bobby showed signficant improvements in both inattention and impulsivity/hyperactivity markers on testing. He has continued to show "untrained effects" with continuing and increasing responsibility at home and school, increased interest in pursuing complex tasks, and growing confidence and talent in writing and drawing.

9/10/11 His parents have advised that he has just received an ICAS award for English, a test he sat following the completion of Cogmed.