New for Cogmed users: Acccess to Cogmed Questionnaire
All UK users now have access to the Cogmed questionnaire, but what is it and what will it add to the Cogmed experience?
The Cogmed Questionnaire seeks to assess how the user feels about their progress while going through the Cogmed training program.
The aim of the questionnaire is to:
- Provide the trainee and the coach with a built-in tool to encourage thinking about and discussing the role of WM and attention in every-day life.
- Allow coaches to monitor improvements in inattentive symptoms.
The questionnaire will be presented at first log-in and at last training session, and includes:
- Self-ratings of inattentive/general cognitive problems.
- Based on the DSM-IV ADHD scale, questions of Inattention
The Cogmed Questionnaire has been active in America and Australia for a while now so we can view the results from a portion of their users. The following information is based on 1300 American & Australian Cogmed users.
- 84% of trainees report improved attention after training.
- Average improvement 32%
- Individuals who report lower baseline attention tend to report great improvements after training.
The Cogmed Questionnaire can help the coach to monitor motivation and expectations in their users, the coach can use this too to:
- Detect low levels of motivation and to initiate appropriate coaching/encouragement as a result.
- Investigate how motivation influences training.
- Measure trainee satisfaction.
The first Cogmed Questionnaire the users will complete will be focused on their motivation and expectations regarding Cogmed Working Memory Training. Users will be asked to rate themselves on a scale of 1 to 7 on the following questions:
“Compared to your peers, how well do you think you do the following things:”
- Pay close attention to details or avoid careless mistakes in schoolwork or other activities.
- Keep attention on tasks or play activities.
- Listen when spoken to directly.
- Follow through on instructions and finish schoolwork and chores.
- Organise tasks and activities.
- Do things that take a lot of mental effort for a long period of time (such as schoolwork or homework).
- Keep track of things necessary for activities (e.g., toys, school assignments, pencils, books or tools).
- Resist getting distracted.
- Remember daily activities.
- Keep my eyes on my paper when given assignment in class.
Scale: 1 = a lot worse, 2 = worse, 3 = slightly worse, 4 = same, 5 = slightly better, 6 = better, 7 = a lot better
We also want to know what the users expectations are for Cogmed Working Memory training, so the next section asks:
“How much do you agree with the following statements?”
- I think the training will help me.
- I think I'll be pretty good at doing the training.
- I plan on putting a lot of energy into the training.
- I think the training will be very challenging.
- I think that the training will be fun.
- It is important to me to do well on the training.
- I believe that I will be able to complete the training.
Scale: 1 = strongly disagree, 2 = disagree, 3 = somewhat disagree,4 = neither agree or disagree, 5 = somewhat agree, 6 = agree, 7 = strongly agree
Note: Questions 2, 3 and 7 will also appear throughout the training on days before CPI t
Once the user has completed Cogmed they will receive another questionnaire asking them how they felt they have done. In the following example we have results from the 1300 participants from America and Australia. The percentage tells us how many of the 1300 participants agreed with the following statements.
- I think the training helped me 84% agree
- I think I was pretty good at doing the training 85% agree
- I put a lot of energy into the training 85% agree
- I think the training was challenging 84% agree
- I think that the training was fun 52% agree
- It was important to me to do well on the training 86% agree
By reviewing this information we get a better understanding of how the user feels about their progress. It can be a very valuable tool for feeding back information to the end user, friends, relatives and teachers.
Date posted: October 12, 2015