Think about the potential benefits and then reflect on some of the questions and concerns below.
Potential benefits of these treatments
Questions/Concerns
They provide practice in areas of functioning that are determined to be weak. Rather than running from or avoiding things that are hard to do, these types of treatments encourage people to learn why and how they struggle – and insight is always a good thing.
Practice in “thinking” or “cognitive processing” has not been proven to translate into improved “knowing” or “doing.” For example, improving speed, accuracy and automaticity when clicking on a video screen is not going to make you a better, faster, or more accurate and efficient reader. Might it “prime the pump” for learning to read? (Perhaps, but there are no good scientific data to suggest they would.)
They reinforce the importance of paying “attention,” improving “listening” and enhancing “memory.”
Attention, listening, memory, and other such skills that are “trained” via these types of programs are situation specific. In other words, being good at the training exercises does not mean you’re going to be good at doing these same things in other settings or when faced with other, real-world challenges. (Some promising study in this area is ongoing with the Cogmed program.)
It makes enormous sense to try to build competencies in these areas.
If any benefit is to be gained, it is most likely to be with populations who demonstrate profound weakness in these areas (those with autism spectrum disorders, traumatic brain injury, and perhaps individuals who have serious language and/or communication disorders for whom highly-targeted training approaches like Earobics and FastForward have some good outcome data.
They are often easy and fun to do.
We like fun, but not if it takes time away from activities that could be more strategic and that will translate into measurable impact, such as improved time on task for homework, better note-taking, and better self-monitoring of performance.
The electronic formats allow for easy access and immediate feedback.
Feedback is essential but not at the sacrifice of real life, interpersonal interactions. Think about the difference between a kind or encouraging word, tap on the back, or smile from someone who can model a behavior or say “Let’s do this together” compared to a “You Won!” flashing on an LCD display.
It can’t hurt.
But for whom is it likely to help?
What specific types of weakness, in what particular type (or age) of learner, are most amenable to improvement given what particular type of brain training, over what period of time, and at what cost?
Will any gains in “thinking” achieved be sustained over time?
What else could I be doing that has a proven track record of success and strong efficacy data?
How will I know whether it’s working or not, and when will I know to stop? (Please don’t say “when I get bored” or “when the money runs out.”)
They can lead to feelings of accomplishment and self-confidence about having completed the training.
True, but what if performance does not improve? There is the very real possibility that less than optimal results can lead to even greater self-doubt, trigger (or reignite) feelings of incompetence, and feed feelings of low expectations.
The bottom line about “train-the-brain” programs:
We don’t yet know how to train cognitive skills in individuals with LD or AD/HD.
We cannot say which individuals will benefit from these types of training, whether the benefit transfers to real-life situations, and whether any benefit realized will last over time.
Unless studied carefully, we cannot attribute any changes we see in individuals to the use of these types of programs.
If you’re going to look for train-the-brain programs, avoid those that promise to help balance the brain, improve brain efficiency, enhance brain integration, restructure brain circuitry, repair cerebral disconnections, stimulate growth in brain circuitry, improve brain fitness and processing efficiency, or those that say they can fix anything but the kitchen sink.
These types of programs can be very engaging and lots of fun! Just know what they can and cannot do before you schedule time for your child in front of the computer.
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My child is struggling 
Now that my child has 
