3. Take-Aways
• Recognition of the extent of children’s involvement with
digital media
• What are kids with ADHD doing with digital media
• Understanding the research on the impact of games, apps,
technology on kids with ADHD
• Concerns and cautions about digital media and ADHD
• What makes digital media so powerful for kids with ADHD
• Real world strategies for video games and kids with ADHD
• Generalization strategies to make popular games and apps
into teaching tools for executive and academic skills
4. Finding Angry Birds and Amazing Alex
• How to find Angry Birds on your device:
• iPhone, iPad: Go to App store, search on
bottom of screen, type Angry Birds, go to Free
version, tap free and then download
• Android Phone/ Tablets:
Go to
Google Play, search
Angry Birds goto
Free version, tap free and then
download
5. Does Technology Help with Learning?
• Let us find out!
• Take out your cell phones for
texting.
• Dial the following number: 22333
• Go to New Message line.
• You will then respond in the
messaging area with a series of
codes based upon the following
questions.
10. It’s Not Just Video Games Anymore
• Screen-based technologies or digital-media use are more
encompassing terms than video games.
• Games, apps, software,
and websites are
merging.
• Access, particularly
mobile and tablet-based,
requires a new type of
monitoring and
understanding.
• Academic and classroom
are increasing requiring
games and technology.
11. Do Parents, Educators, and Healthcare
Professionals Have a Choice?
•
Many homework and supplementary
programs are available only on websites.
•
Libraries are still for research (but only if
you use the Internet to search).
•
Everybody else is playing.
•
21st century skills require digital literacy.
•
Communication requires digital
technology.
12. (This is not a new question)
Media Use Across Decades
• 1930s: Movies, print, radio.
Children 9-12; 2-3 hours per day listening to radio
• 1960s: Movies, print, radio, television
TVs on 6 hours per day in homes
• 1980s: Cable, video game consoles, portable music
players, computers, VCRs
Elementary schools kids watch 2.3 hours TV per
day
• 2010s: Internet, cell/ smart phones, DVRs, Tablets,
handheld video games
16. Percentage of 8-18 Year Olds
Who Own Each Item:
Among All
8-10
11-14
15-18
Ipod/mp3 player 76%
61%
80%
83%
Cell phone
66%
31%
69%
85%
Handheld video
game player
59%
65%
69%
41%
Laptop
29%
17%
27%
38%
Portable
CD/tape player
16%
9%
16%
20%
Kaiser Study (2010)
17. Percent of Young People in Each
Age Group Who Own a Cell Phone:
Kaiser (2010)
18. How Much Do They Play?
• Clinical and anecdotal observations too much!
• No evidence of difference concerning
frequency or duration of play
between ADHD and typicallydeveloping children ages 10 to 12.
• Similar enjoyment for the same types
of games (Bioulac 2008).
• South County Child and Family
Consultants Data
19. Do children with ADHD play video games the
same amount as their TD peers?
• 10- to 12-year-olds in France are
exactly like their peers (Bioulac
2008)
• Milwaukee study of teens, same
amounts with more variability
(Fischer and Barkley 2006)
• More video-game play than music,
in contrast to peers (LearningWorks
for Kids 2011)
• 90% of ADHD rather than 80% of
TD kids spend more than one hour
a day on computer (Linginerni,
2012)
20. LW4K/SCCFC 2011 study of ADHD kids
and parents on video game play
• (Current sample of 105 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)
21. Children, parents, and video game play
How many hours a week does your child spend playing
video games?
•34% Less than 1 hour per
•32% 2-4 hours
•20% 5-7 hours
•13% 8+ hours
How many hours per week do you spend observing or
interacting with your child when they play video games?
•23% no time
•46% less than 1 hour
•27% 1-5 hours
•4% 6+ hours
22. 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
23. How do children with ADHD perform on video games?
May not always perform as well as their typically-developing peers
(Lawrence, et al 2002)
May process information somewhat slowly on video games.
(Lawrence et al. 2002, 2004).
Perform as well as their peers in simple games but problems applying
executive and problem-solving skills to complex video games
(Lawrence et al. 2004).
Less success when navigating challenges, developing novel
problem-solving (Lawrence 2004)
•Perform poorly in neuropsychologically-based game mechanics such
•as working-memory and cognitive-flexibility tasks
24. How do children with ADHD perform on video
games?
• Cogmed data and observations on Wisconsin Card Sorting Test
(Oznoff)
• Persistence is dramatically increased with a computerized task,
resulting in success, although
• Sometimes requiring longer processing and more effort.
• Improved performance on reading tasks (Clarfield and Stoner)
• Improved on mathematics (Ota and DuPaul)
No difference in inhibitory performance of children with ADHD and TD
Kids with Crash Bandicoot and Frogger (Shaw 2005).The similarity
of performance in this study suggested that “enjoyable video
games provide a context in which their performance is
enhanced.”
25. Problematic behavior in video-game play in children
with ADHD
• More than one hour a day is associated with short term
increased signs of inattention (Taharoglu)
• Increased difficulty in transitioning and stopping video-game
play, resulting in more oppositionalism
• More video-game time is associated with increasing signs of
inattention (Mazurek and Engelhardt 2013 study)
• Video-game play can be associated with video-game addiction
related to Dopamine release in the brain (Han and colleagues
2009)
26. Do Video/Computer Games and Television
Impact Attention Span?
•
•
•
•
Total time spent with screen media is positively associated with
attention problems (Swing, Gentile, et al. 2010).
Four-year-olds watching Spongebob can have an immediate
negative effect on children’s executive-functioning skills (Lillard
2011).
Television/Video-game use along with exposure to violent
content not predictive of attention problems or grade point
average (Ferguson 2010)
Is digital media the cause of increasing rates of ADHD?
27. Do Video/Computer Games and
Television Impact Attention Span?
• Improves capacity to rapidly filter visual
distractions, but may negatively effect focus
on slow streams of information (Bavelier)
• Leads to listlessness and discontent in slowpaced and less stimulating academic, work,
and social environments (Merzenich)
• Attention skills improved by video games
(detecting differences and orienting attention)
are liabilities in classroom resulting in
distractibility (Gentile)
28. Cautions
Solutions
Children with ADHD or attention problems
may become “hyper-focused” on video games
and other digital media, neglecting other
important responsibilities.
Require that your child complete all of her
homework, chores, or other responsibilities
before being allowed some digital play time. By
making him put-off these fun activities until
after her work is done, he won’t be able to use
digital play as a means of procrastination.
Kids with ADHD or attention problems often
become so absorbed with activities they find
interesting, that they may lose track of how
much time they have spent on their digital
play.
Use a timer if you need to limit your child with
ADHD. Time management and having a sense
of time are often significant deficits for children
with attention problems. You can use online
timers such as TabTimer.com or even an
everyday kitchen timer to keep your child on
track.
Kids with ADHD or attention problems may
choose to engage with digital play instead of
the physical activities that are part of a
healthy treatment process.
Exercise has been shown to improve Focus and
learning in children with attentional problems.
Tell your child to go out and run around before
playing video games, and to play active games
such as Wii Tennis or Kinect Adventures.
29. 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 child’s capacities
• Strategic teaching principles including:
previewing, setting explicit goals,
partnering, metacognition, and
generalization strategies
30. Why use video games and digital media to help
kids with ADHD?
Kids with ADHD or Attention
Difficulties
Video Games and Digital Media
May become easily bored and unable
to sustain attention
Good video games and digital media are often
multi modal, requiring ever-changing skills and
employing video, sounds, words, and actions that
help keep kids interested and engaged.
Often require immediate
reinforcement or consequence to
stay focused on a task.
Video games provide clear and immediate
feedback, constantly letting the player know
what he is doing wrong, and what he is doing
right.
Often require that their body or mind
to be actively engaged.
Video games and digital media are extremely
engaging and many require physical and cognitive
involvement.
31. Why use video games and digital media to help
kids with ADHD?
Kids with ADHD or Attention Difficulties
Video Games and Digital Media
Usually have problems with following
directions.
Video games teach by trial and error or
through guided discovery, requiring that the
player understand the instructions in order to
succeed.
May struggle to learn new information and
experience frustration or low self-esteem as a
result.
Most negative feed back from video games
and other digital media occurs privately. This
causes less embarrassment and frustration,
while teaching the player how to handle
these emotions
32. 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.
33. Games for practicing executive skills
Amazing Alex
– Physics-based puzzle game
where players create chain
reactions using everyday
items
– Skills of planning, flexibility,
and focus
– Foresight and working
memory in order to succeed
– Attention to detail is
important in order to obtain
perfect score across many
levels
35. LearningWorks for Kids 2013 Study
How often does your child show signs of ADHD such as loss of focus, fidgeting, and
disorganization while: (Scale 0 to 9 with 0 meaning never, 9 always )
36. LearningWorks for Kids 2013 Study
On a typical weekend or vacation, about how much time does
your child spent with the following technologies and activities:
0
None
1
<30
2
30-60
3
60-120
4
>120 minutes
37. LearningWorks for Kids 2013 Study
Time spent with technology on a
typical weekend or vacation
Mean = 306.92, SD = 116.64
Time spent with non-technological
activities on a typical weekend or
vacation
Mean = 228.31, SD = 96.87
38. LearningWorks for Kids 2013 Study
Parenting strategies with children with ADHD:
1. Do you monitor the length of time your child plays with video games and is on the
computer?
Never
Sometimes
Often
Always
6.2%
18.8%
28.1%
46.9%
2. What best describes your approach to setting limits for your child with digital media?
39. 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) increase cognitive load teaching tool by
parents reduce ADHD signs in Preschoolers (Halperin, 2012)
• Dovis (2011) study on games to improve working memory
46. Research-based Technological Recommendations
•
•
•
•
•
•
•
Cogmed Working Memory Training
Action video games for improving
selective attention (Green and
Bevalier)
DDR and Improved reading
Headsprout and ADHD kids
Computer -based math programs and
ADHD
Other studies, eg Interactive
metronome, Play Attention, Brain
Train Products, Lumosity, Posit
Science’s BrainHQ
LWK research on EFS
47. Recommendations for Video Games and
Technologies for Children with ADHD
• Apps and Video Games “made”
for ADHD
• Tend to be psychoeducational or
simply not fun
• Select technologies based upon a
child’s individual needs
• Engagement which increases
attention and persistence to the
task is important
• Technologies with near transfer
or direct connections to a skill are
best
• Practice, intensity, and limitations
are important
48. What makes a game or app a good
teaching tool for children with ADHD?
• It is engaging and sustains attention.
• It practices a specific skill the child needs to improve such as
focus, planning, or time management.
• It promotes persistence of effort and a willingness to
overcome obstacles.
• It is complex and interesting enough to result in duration and
intensity of game play.
• Generalization of game-based skills can be applied to the real
world.
49. 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.
50. 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
51. BUT…games 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
52. What can we do to make video games a more productive
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
53. 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.
54. 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
55. Angry Birds
• Birds are used as projectiles
to hit pigs that are protected
by structures.
• Players plan out each shot
and predict the
consequences of his shot.
• Each level is set out uniquely
so the player to flexibly
change strategies.
57. ANGRY BIRDS
• Birds are used as projectiles
to hit pigs that are protected
by structures.
• Players plan out each shot
and predict the
consequences of his shot.
• Each level is set out uniquely
so the player to flexibly
change strategies.
58. How Much Should Your Child with
ADHD Play Video Games?
Age
0 to 24 months
2 to 5 years
Amount of Time
not at all
30 to 60 minutes a day (joint
media engagement the rule)
6 to 9 years
30 to 60 minutes a day
(parents select games)
10 to 13 years
30 to 60 minutes a day (parents
monitor game selection)
14 years old older
30 to 90 minutes a day
(emphasize social gaming)
59. Why It Is Difficult to Set Limits on
Game Play with Children with ADHD
• Concerns regarding time management and time blindness
• Difficulty with shifting and transitions from one activity to another
• Tendency to become overly focused on video-game play
• Oppositional tendencies
seen with children with
ADHD
• Child’s sense of success
and reward in playing
video games
• Parent’s sense of peace
and reduction of conflict
60. Strategies for Setting Effective Limits
for Children with ADHD
• Be firm, consistent, and engaged.
• Have different limits on weekends, holidays, and when it
serves your purpose
• After homework is done
• After exercise and
vigorous activity
• Create a regular time
frame for video-game
play
• Not before bedtime
61. More Strategies for Setting Effective
Limits for Children with ADHD
• Use tools such as the screen limits on Kindle Freetime
• Have direct control over Internet access via the router or the
use of game timers
• TV video game timers
such as “Bob” that use
coins
• Provide “learning”
game time
• Have different limits on
weekends, holidays,
and when it serves your
purpose
62. What Types of Games and Apps Should
a Child with ADHD Use?
•
•
•
•
Developmentally rather than chronologically age-appropriate
Genres rather than specific games
Active games, the more active and vigorous movement the better
Puzzle games- Help with time management and focus
• Working-memory games, both
formal training and casual games
• Planning games that require
setting long- and short-term
goals
• Apps that help with
organizational and timemanagement skills
63. How Games and Apps can Help
Support- External structure, scaffolding to help self
regulation and learning
Practice-Guided and
regular rehearsal of new
skills in an interesting
manner
Master- Owning the skill ,
knowing how, when, and
where to use it
64. LiveScribe
• A smartpen that records voice notes that is connected to
written notes
• Child takes notes on digitally-equipped paper and when going
over those notes can listen to
• Recordings of lectures
• Helps with children who
struggle with working
memory
• Very helpful for children who
process information or have
slow clerical motor speed
67. Cogmed Working Memory training
• Research-based, clinically-proven computer program to
improve working-memory capacities of
• Targeted regimented exercises
• Demonstrated to promote structural changes in the brain
based upon principles of neuroplasticity
• 50+ peer review studies demonstrated to improve
reading, math, and sustained
attention
• Generalization is improved by
using additional tools and
strategies in conjunction with
Cogmed
69. Wii Sports: Tennis
• Players use tennis rackets and can get vigorous
exercise
• Self-control and flexibility required while
playing the game
• Primarily the game is good
for children with ADHD,
as it promotes vigorous
exercise using complex
body movements when
done properly
71. Thank You
Randy Kulman, Ph.D
randy@learningworksforkids.com
@lw4k on Twitter
www.pinterest.com/lw4k
www.learningworksforkids.com
Notas do Editor
<?xml version="1.0" encoding="ISO-8859-1" ?>
<poll url="http://www.polleverywhere.com/multiple_choice_polls/oCp2fE5rMm1o9Nd">
<!-- This snippet was inserted via the PollEv Presenter app -->
<!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow -->
<!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. -->
<!-- The PollEv Presenter app must also be running and logged in for this to work. -->
<!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. -->
<title>According to the Kaiser Foundation, the average child between the ages of 8 and 18 spends how many hours a day with digital media?</title>
</poll>
<?xml version="1.0" encoding="ISO-8859-1" ?>
<poll url="http://www.polleverywhere.com/multiple_choice_polls/ZoQc2QefJkFsAGC">
<!-- This snippet was inserted via the PollEv Presenter app -->
<!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow -->
<!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. -->
<!-- The PollEv Presenter app must also be running and logged in for this to work. -->
<!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. -->
<title>What was the best-selling video game of 2012?</title>
</poll>
<?xml version="1.0" encoding="ISO-8859-1" ?>
<poll url="http://www.polleverywhere.com/multiple_choice_polls/QG2MBQFbgMOy8WY">
<!-- This snippet was inserted via the PollEv Presenter app -->
<!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow -->
<!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. -->
<!-- The PollEv Presenter app must also be running and logged in for this to work. -->
<!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. -->
<title>What types of video games have been linked to improving reading fluency and speed of processing?</title>
</poll>
<?xml version="1.0" encoding="ISO-8859-1" ?>
<poll url="http://www.polleverywhere.com/multiple_choice_polls/QG2MBQFbgMOy8WY">
<!-- This snippet was inserted via the PollEv Presenter app -->
<!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow -->
<!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. -->
<!-- The PollEv Presenter app must also be running and logged in for this to work. -->
<!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. -->
<title>What types of video games have been linked to improving reading fluency and speed of processing?</title>
</poll>
ALWAYS CONNECTED REPORT COONEY FOUNDATION 2011
More Choices, More Time on Media........More Information, More Access, More Opportunities for learning and Inappropriate materials
More Mobile (2010 20% of media consumption on mobile devices), More on-Demand (25 minutes less regularly scheduled TV programming, You tube, Hulu) , More for Younger Children, More Social Connections, More and faster Internet access
Total Media Use: 7 hours 38 minutes per day for 8-18 year olds
Multitasking proportion: 29%o f the time they are using 2 media at a time, much of it while watching TV
Total Media Exposure: 10:45 per day
Less reading of newspapers magazines, same amount of time for book .....More time with media, lower grades , less personal contentment, especially for heavy users (16 hours per day!) vs Moderate and Light users
From Kaiser (2010) report
TV increase mostly from watching on mobile or DVR, on demand
Does not include telephone calls or texting
Developmental changes, teens less TV, more music
Big jump for tweens, early teens
Data taken from p. 10 of report in case you need to reference it IS THERE A DIGITAL DVIDE?
You better own a cell phone if you are a teen
Who needs a portable CD player anymore
Homes 99% TV, 93% computers 87% Video game console, 84% Internet Access
Light blue 2004 study
Dark Blue 2010 study (data collected 2009)
Newer data, shows even higher figures for young children
Pew internet 2013 – TEENS- 78% own cell 37% own smartphone
Parents who reported themselves
as more active participants
in their child’s video game play reported a greater belief that
video games could help their child
with planning, time management, understanding themselves/others, and overall performance in school.
Lawrence 2004 Study indicated that children with ADHD completed fewer challenges in a video game and had fewer items named correctly on the STROOP Color-Word Test.
Results: There were no group differences in executive function on the Stroop or zoo tasks, but the ADHD group exhibited deficits in set-shifting as assessed by the WCST (perseverative errors and responses) and videogame play (fewer challenges completed).
Also, the ADHD group showed slowed processing speed on the Stroop (slower color naming) and zoo activity (longer time to complete task), as well as a slower rate of acquisition of the sorting rule on the WCST (more trials to complete first category).
A second study that used Crash Bandicoot and Frogger investigated inhibitory performance of children with ADHD, and no difference was found between ADHD and typically- developing children (Shaw 2005).
Comparing computer as opposed to analog technologies on neuropsychological testing -
compared typically-developing children with atypically-developing children on the
Wisconsin Card Sorting Test computerized version versus deck of cards, and
there was a smaller difference on the computerized version (Oznoff 1995).
Does a fast-paced video game (or for that matter movie, lifestyle, or presentation) make others less engaging in comparision. Does something need to be going on all the time. Look at kids and adults who are always checking their phone, looking for the next thing to do, easily bored
Merzenich also argues that time spent playing games takes away from other school, social , and outdoor related activities that also offer cognitive gains.
Gentile suggests that video game attention to the periphery is counterproductive to focusing on only one thing.
General strategies that work with ADHD children…
something to do, to be able to move, to be able to talk , or to be able to fidget when concentrating
Research on ADHD and vigorous exercise (Verret et al 2010, Ratey in Spark)…what about exergames as a tool for increasing focusing skills
Best (2011) Exergaming immediately enhance EFs
LWK pilot research (N=10) that targeted areas of specific EF weakness resulted in gains in these areas, not in others, similar to what Mackey found where they targeted sollely by the games played, =rather than by child’s needs and games/playbooks selected
Other studies support targeted approaches, the use of mediators, the importance of intensity and duration (5-6 weeks 40 minutes per day)
Far transfer and metacognition
Practice across settings
Expand the skill sets to other similar skills
Far transfer and metacognition
Practice across settings
Expand the skill sets to other similar skills
<?xml version="1.0" encoding="ISO-8859-1" ?>
<poll url="http://www.polleverywhere.com/multiple_choice_polls/BJQnbMO3caNyvYF">
<!-- This snippet was inserted via the PollEv Presenter app -->
<!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow -->
<!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. -->
<!-- The PollEv Presenter app must also be running and logged in for this to work. -->
<!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. -->
<title>The average child between the ages of 8 and 18 spends how many hours a day with digital media?</title>
</poll>
<?xml version="1.0" encoding="ISO-8859-1" ?>
<poll url="http://www.polleverywhere.com/multiple_choice_polls/ZjMMCGAUwM6LO0y">
<!-- This snippet was inserted via the PollEv Presenter app -->
<!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow -->
<!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. -->
<!-- The PollEv Presenter app must also be running and logged in for this to work. -->
<!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. -->
<title>The best-selling video game of 2012 was?</title>
</poll>
<?xml version="1.0" encoding="ISO-8859-1" ?>
<poll url="http://www.polleverywhere.com/multiple_choice_polls/5Q9GFkk8YzVAizo">
<!-- This snippet was inserted via the PollEv Presenter app -->
<!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow -->
<!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. -->
<!-- The PollEv Presenter app must also be running and logged in for this to work. -->
<!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. -->
<title>Which statement is the most accurate about video-game play?</title>
</poll>
<?xml version="1.0" encoding="ISO-8859-1" ?>
<poll url="http://www.polleverywhere.com/multiple_choice_polls/FJ2zXF7dvP9zN7E">
<!-- This snippet was inserted via the PollEv Presenter app -->
<!-- The presence of this snippet is used to indicate that a poll will be shown during the slideshow -->
<!-- TIP: You can draw a solid, filled rectangle on your slide and the PollEv Presenter will automatically display your poll in that area. -->
<!-- The PollEv Presenter app must also be running and logged in for this to work. -->
<!-- To remove this, simply delete it from the notes yourself or use the PollEv Presenter to remove it for you. -->
<title>Which video game genre has been linked to improving reading fluency and speed of processing?</title>
</poll>
Give examples of psychoeducational games
-
Simple, rhetorical question…If kids with ADHD are so into games and they are so good for teaching, why do they still have ADHD?
Lots of kids play games
Lots of kids have difficulty with planning.
We can observe that sitting a child in front of a video game—without guidance or purpose—will not translate into noticeable improvements in cognitive functioning or academic success.
Games as a teaching tool,
Building metacognition and generalization into process
Targeting skills individually
Hot vs. cold Efs, games seem to be better for cognitive than self control skills ( eg planning, cognitive flexibility, organization, time management, task initiation…than regulation of affect, response inhibition)
The LearningWorks for Kids model:
Games as a vehicle for "engaging the gears" of a child's brain
Opportunities for children to practice an executive skill in a fun and engaging fashion
A teaching opportunity for parents, teachers, and clinicians
An opportunity to detect, reflect, and connect on the use of executive skills
A "new literacy," an understanding of ways of doing, thinking, and valuing things in the context of relationships and school practices (James Paul Gee)
Mediation, metacognition, goal setting, FUN!
Far transfer and metacognition
Practice across settings
Expand the skill sets to other similar skills