Or Oren-Netzer
School of Education
Unraveling Psychological, Cognitive, and Neurological Predictors of Cognitive Training Effects in Higher Education Students with ADHD
Project description
This project will advance our understanding regarding developing effective personalized interventions and support systems for higher education students with ADHD.
Higher education students (HEdS) with ADHD cope with various academic obstacles such as deficient ability to focus attention effectively on academic tasks. While medication is the primary treatment for ADHD, it appears to be more effective in alleviating core ADHD symptoms than in addressing everyday adverse functional outcomes, including academic performance. Hence, non-pharmacological interventions are particularly important for HEdS who want to learn how to best manage their ADHD and overcome learning difficulties they experience. The goal of the project is twofold. First, to investigate the effects of personal vs. group cognitive training on everyday functioning of HEdS with ADHD. Second, to identify various cognitive, psychological and motivational factors that predict the outcomes of cognitive training (CT) among HEdS with ADHD. The experimental design will be comprised of 3 training groups: personal CT, group CT and group-based Goal Management Training (GMT) for ADHD. This design will allow us to assess the unique effects of CT, as well as to investigate the differences between personal and group CT. To evaluate both near (attention, goal management) and far (reading ability, ADHD symptoms, learning outcomes, and quality of life) transfer effects of CT vs. GMT, we will assess outcomes before the intervention, immediately upon its completion, and three months post-intervention. Assessment of the outcome effects will include both objective neuropsychological tests incorporating Functional Near-Infrared Spectroscopy (fNIRS) and subjective tools (self-reported questionnaires). The use of fNIRS has the potential to uncover mechanisms underlying CT outcomes and to advance our comprehension of the neural and cognitive processes involved in learning and skill acquisition.
The project's findings are expected to advance the broader field of the Science of Learning, offering valuable insights for the development of tailored educational interventions and teaching methods for HEdS with ADHD.
About me
I hold B.A in Sociology-Anthropology and Political Science and M.A in Learning disabilities, both from Hebrew University. In addition to my academic qualifications as a Learning Disabilities Diagnostician, my professional experience as a consultant in a support center for students with special needs, has provided me invaluable insights into the daily challenges and needs of these students. This practical experience has deepened my understanding of the real-world issues they face and has motivated me to pursue research that can directly benefit them. This dual role enables me to bridge the gap between academia and practice, ensuring that the research outcomes are not only theoretically driven but also practically relevant and applicable.