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Cogmed Working Memory Training for Schools

An intervention program that was once the preserve of private clinical practice and only available to a few, Cogmed is now accessible to – and affordable – for all students at your school(s)!

Why use Cogmed at your school(s)?

A strong working memory is essential for learning. Working memory skills are highly associated with our ability to learn, supporting many of the activities that students routinely engage in at school, including:

  • Controlling attention
  • Remembering instructions
  • Organizing information
  • Focusing
  • Resisting distractions
  • Complex thinking

Poor working memory and failure at these activities can be the cause of a significant impairment for students. Over time, frequent missed learning opportunities amount to slow educational progress and poor academic outcomes. Working memory has been shown to be a strong predictor of academic success, explaining more of the variance in individual performance than IQ does.

Cogmed Working Memory Training is an evidence-based, cognitive training program that can be effectively implemented to strengthen students’ learning abilities. It has been implemented around the world with great success.

How is Cogmed Working Memory Training provided as an intervention in schools?

Cogmed Working Memory Training™ is always provided through the supervision of school personnel (a Qualified Cogmed coach) who can support the student through the 5-10 weeks of training. The intervention is flexible for the needs of your students and school(s). It can be offered school/district wide, on a per-student basis or by referral to a Cogmed provider in your area.

School/District-wide Site License
School(s)/District can purchase an affordable site licenses to use this intervention with all their students. Through the site license, the school/district makes Cogmed available to students who otherwise may not have access to the intervention.

Per student license at school
Schools and districts can purchase 1-25 usages to administer the program with their students.

Referral to a Cogmed Provider
Psychologists, SLPs and OTs across Canada are trained to provide this intervention. The school may play an important role in identifying the need for the training and thus, recommend Cogmed as an intervention to their families. It is the parents/guardians who arrange the Cogmed training for their child directly with the Provider. Find a Cogmed provider in your area.

There are advantages to each model so it is important to consider what is best for your school(s). All models provide students with access to the same evidence-based program, while the site license for schools makes the program available to many more students—including those who may not otherwise have access to the program.

What is the best way to introduce this intervention to my school?

There are a number of resources available to understand the role of working memory and its impact on learning:

How can our school measure working memory effectively?

While Cogmed can be used without a working memory assessment, there are a number of tools that can be used if an assessment is required. To measure working memory and attention, ratings scales such as the Working Memory Rating Scale (WMRS) and the Delis Rating of Executive Function (DREF) can be used. Information about working memory strengths and weaknesses can also be obtained from subtests of the Wechsler Intelligence Scale for Children®—Fifth Edition: Canadian (WISC®-VCDN) and NEPSY®—Second Edition (NEPSY®-II) assessments.

For more information, please visit Pearson Clinical Assessments or ask to speak with one of our Assessment Consultants.

How do we get a Cogmed site license for our school? What does it cost?

Get the facts about pricing and support for implementation of the program at your school(s). Contact us to get started with this intervention on a timetable and budget that suits your needs.

What evidence is there for Cogmed's effectiveness?

Cogmed is backed by solid research published in some of the world’s top scientific journals. For studies specific to classroom research, it is worth taking a closer look at:

  • Holmes et al. (2009)
    Adaptive Training Leads to Sustained Enhancement of Poor Working Memory in Children
  • Roughan & Hadwin (2011)
    The impact of working memory training in young people with social, emotional and behavioural difficulties
  • Dahlin (2013)
    Working memory training and the effect on mathematical achievement in children with attention deficits and special needs
  • Dunning et al. (2013)
    In Press
  • Holmes & Gathercole (2014)
    Taking working memory training from the laboratory into schools
  • Diamond & Lee (2011)
    Interventions shown to aid executive function development in children 4 to 12 years old
  • Mezzacappa (2010)
    Working Memory Training for Children with Attention Problems or Hyperactivity: A School-Based Pilot Study
  • Dahlin (2010)
    Effects of working memory training on reading in children with special needs
  • Thorell (2009)
    Training and transfer effects of executive functions in preschoolers
  • Klingberg (2005)
    Computerized Training of Working Memory in Children With ADHD—A Randomized, Controlled Trial

Review all of the published and ongoing research proving the efficacy of the program.


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