Randomised controlled trial of an online cognitive training program in school-aged children with cerebral palsy.
SMART online brain games failed to boost IQ or school skills in kids with CP and most kids quit—skip it.
01Research in Context
What this study did
Researchers tested an online brain-training game called SMART with school-age kids who have cerebral palsy. They split the kids into two groups. One group played SMART at home for weeks. The other group waited.
The team wanted to see if the game would raise IQ scores, school skills, attention, or social-emotional growth.
What they found
The game made no real gains in any area. IQ, math, reading, paying attention, and feelings all stayed flat.
Most kids stopped playing. Low use killed any chance the game could help.
How this fits with other research
Klein et al. (2024) ran a similar 2024 study. They gave eye-tracking games to kids with ADHD and autism. After nine months, working memory and flexible thinking improved. Same year, same computer-game idea, but their method worked. The difference: eye-tracking tasks matched the kids’ needs and held their interest.
Dutt et al. (2023) asked whether live or web training works better for teachers. Live workshops won. The SMART trial echoes this: screen-only, self-paced programs can flop without human support.
Lindgren et al. (2020) showed telehealth can work when parents coach kids live. Their FCT cut problem behavior by 98%. The SMART study lacked live coaching, likely why kids dropped out.
Why it matters
Before you buy a shiny online program, demand proof it works for your clients’ diagnosis and age. Pair any computer work with live check-ins to keep kids engaged. If the vendor cannot show data, spend your hours on methods that already have solid RCT backing.
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02At a glance
03Original abstract
BACKGROUND: Children with cerebral palsy (CP) experience deficits in nonverbal reasoning. The SMART online cognitive intervention has been associated with gains in IQ and nonverbal IQ in previous studies in typically developing school-aged children and children experiencing learning difficulties. AIM: To assess the efficacy of an online cognitive intervention in school-aged children with CP. METHODS AND PROCEDURES: 21 children with CP (male n = 17; 76.2%), mean age 9 y 8 m, SD 1 y 1 month (range 8 y 3 m to 12 y 6 m) were randomised into the intervention group (n = 9) or a waitlist control group. A mixed-methods approach with an explanatory sequential design was used, with a randomised controlled trial followed by qualitative interviews. Participants were assessed on measures of intelligence, academic ability, attention and executive functioning, and social-emotional functioning at baseline, then after completing the training, or the waitlist period. Analyses included ANCOVAs and paired samples t tests. Semi-structured interviews explored participants' experiences with the training. RESULTS AND OUTCOMES: Training completion was low with a mean of 16.9 modules completed out of 55 available. No significant effect of training was found for the primary outcome of intelligence, or for any secondary outcomes. Participants reported barriers and facilitators for accessing the program. IMPLICATIONS: Cognitive training programs addressing relational framing ability may require significant modifications before they can be effectively tested with children with CP.
Research in developmental disabilities, 2024 · doi:10.1016/j.ridd.2024.104752