LearningWorks for kids www.learningworksforkids. com @lw4k Generalization of Game-Based Learning for Children with ADHD Randy Kulman, Ph.D. randy@learningworksforkids .com @rkulman 2012 APA Convention www.apa.org / convention @APAConvention
Transcript
1. Generalization of Game-BasedLearning for Children with ADHD
Randy Kulman, Ph.D. [email protected] @rkulman
LearningWorks for kids 2012 APA
Conventionwww.learningworksforkids.com www.apa.org/convention @lw4k
@APAConvention
2. Presentation DisclosureRandy Kulman, Ph.D. commercial
interests: President, Majority Stockholder, LearningWorks for Kids,
Inc. Cogmed Working Memory provider
3. Overview What do we know about children with ADHD and video
games? Why use video games and digital media to help children with
ADHD? What are the characteristics of interventions proven to work
with children with ADHD? Why do children with ADHD not become
scholars after playing video games? What can we do to make video
games a more productive learning tool for children with ADHD?
4. What do we know about ADHD kids and video games? Clinical
and anecdotal observations - too much and often too intensely! (but
this is exactly why we need to use this behavior) No research
evidence of difference concerning frequency or duration of play
between ADHD and typically-developing children ages 10 to 12.
Similar enjoyment for the same types of games (Bioulac 2008). South
County Child and Family Consultants Data
5. LWK study of ADHD kids and parents on video game play
(Current sample of 60 children with a primary ADHD diagnosis based
upon a full neuropsychological evaluation) Survey asks parents to
describe their own media usage to see if it is correlated to
attitudes regarding video games Also asks them to describe their
concerns and hopes for benefits of video games and other digital
media Digital media use of ADHD kids- Most time television, video
games, music (different from what is seen in national studies of
typically developing kids)
6. Children, parents, and video game playHow many hours a week
does your child spendplaying video games? 34% Less than 1 hour per
32% 2-4 hours 20% 5-7 hours 13% 8+ hoursHow many hours per week do
you spendobserving or interacting with your child when theyplay
video games? 23% no time 46% less than 1 hour 27% 1-5 hours 4% 6+
hours
7. Children, parents, and video game play Do you play video
games with your child? 25% Never 57% Sometimes 14% Often 3% Always
How much do you believe that video games can help your child with
problem solving? 34% Somewhat 25% Quite a bit 19% A little bit 13%
A great deal 8% Not at all
8. Why use video games and digital media to help children with
ADHD? Video game play requires the use of executive functioning
skills. Other skills such as organization and metacognitive skills
are required for success. Both simple and complex video games
regularly use skills such as planning, cognitive flexibility,
self-control, and time management. Many games specifically tax
working memory skills and attentional skills.
9. Why use video games and digital media to help kids with
ADHD? Kids with ADHD or Video Games and Digital Media Attention
DifficultiesMay become easily bored and Require ever-changing
skills unable to sustain attention Employ video, sounds, words, and
actions Multi-modal Often require immediate Provide clear and
immediate feedbackreinforcement or consequence Constantly let
player know what he is to stay focused on a task. doing wrong and
rightOften require that their body or Extremely engaging mind to be
actively engaged. Many require physical and cognitive
involvement
10. Why use video games and digital media to help kids with
ADHD? Kids with ADHD or Attention Video Games and Digital Media
Difficulties Usually have problems with Teach by trial and error or
following directions. guided discovery Require that the player
understand the instructions in order to succeed May struggle to
learn new Most negative feed back from information and experience
video games and other digitalfrustration or low self-esteem as a
media occurs privately. result. Causes less embarrassment and
frustration Teaches the player how to handle these emotions
11. What are the characteristics of interventions that work
best with children With ADHD? Point of performance interventions
Immediacy of feedback Powerful and engaging feedback and meaningful
consequences Multimodal presentations and multiple intervention
agents Individualized to childs capacities Strategic teaching
principles including: previewing, setting explicit goals,
partnering, metacognition, and generalization strategies
12. Why do children with ADHD not become scholars after playing
video games? Existing games are generally not designed to promote
skills in children with ADHD. Existing games focus on other things,
while using important thinking skills. Metacognitive skills are not
built into existing video games. Generalization and strategic
teaching skills are not built into existing game.
13. Research on Executive/Thinking Skills and Video Games LWK
pilot research on differentiated instruction, targeting areas of EF
weakness with video games Combination of board and video games
improve fluid reasoning and processing speed (Mackey, 2011) Working
memory video games improve WM, fluid reasoning skills (Cogmed )
Intensity/duration Computer-based training improves executive
attention in preschoolers (Rueda, 2005) Video game like math and
reading programs improves learning, reduces attention symptoms
Games (non video) that increase cognitive load and used as a
teaching tool by parents reduce ADHD symptoms in Preschoolers
(Halperin, 2012)
14. How well do game based skills transfer to the real world?
Game play alone results in modest improvements in real-world
executive skills Children with learning and attention problems have
problems in generalizing strategies Kids like to talk about playing
video games and may be willing to learn from that Games prompt
partnering and motivation to learn executive skills Practice and
rehearsal of executive skills
15. BUTgames are not enough!!! The key to success is effective
teaching or mediation (can be done in the game) Teachers (including
peers, parents, and imbedded instruction) make the connection
between game-based learning and real-world skills Actual learning
requires knowledge of the skill, understanding how and when to use
it, and practice across many situations
16. What can we do to make video games a moreproductive
learning experience for children with ADHD? Utilize a
differentiated instructional model that identifies the specific
skills that a child with ADHD needs to improve Teach skills and
then practice them in game and technology play Talk about gameplay
and skills, metacognitive approaches Build generalization
strategies, practice skills outside of the game Consider duration
and intensity of game play to practice skills Mediated learning,
including parents, psychologists, educators, and peers
17. Play Together Talk before, during, and after gameplay.
Choose gameplay goals with your child. Have fun playing the game
with your child! Reflect on gameplay, emphasizing the use of the
targeted thinking or academic skills. Direct your discussion to how
these same skills are useful in daily activities.
18. Make it Work Explain the benefits of digital play, and
introduce the skills being exercised in the game. Encourage
non-digital activities that use the same skills. Regularly connect
game-based skills to things your child is struggling with in the
real-world. Try different games and skills
19. Executive Skills Questionnaire
20. Prescription of Games, Technologies, and
Recommendations
21. Gardens of Time: Video PlayBook
22. Thank You! Randy Kulman, Ph.D.
[email protected] @rkulman LearningWorks for kids 2012
APA Conventionwww.learningworksforkids.com www.apa.org/convention
@lw4k @APAConvention