Summary Working memory (WM) is a significant predictor of academic performance. Emerging empirical evidence has shown that WM can be improved via computerized cognitive training (CCT). Though studies have shown that CCT can improve WM in typical and atypical populations, little is known regarding the efficacy of implementing CCT within a school setting. To address this, the current study examines whether CCT can be efficaciously implemented to remediate WM deficits in students during the school day. Among 17 participants from a school for students with learning differences, nine engaged in a CCT program for a total of 20 hr, whereas the remaining eight students engaged in an out‐of‐class reading activity. Pretest to posttest differences showed that auditory WM abilities significantly improved only for those who received the training program. These results provide initial support for the efficacy of implementing CCT training within the school setting to improve WM.

Students’ use of working memory (WM) is a key to academic success, as many subject areas and various tasks school-aged children encounter require the ability to attend to, work with, and recall information. Children with poor WM ability typically struggle with academic work compared to similar-aged peers without WM deficits. Further, WM has been shown to be significantly correlated with inattention and disorganization in those with ADHD, and WM deficits have also been identified as a potential underpinning of specific learning disorder (SLD). As an intervention technique, the use of computerized cognitive training has demonstrated improved attention and working memory skills in children with WM deficits, and children that have completed cognitive training protocols have demonstrated performance improvements in reading and math. The current study aimed to examine the effectiveness of cognitive training (conducted in a clinical setting) for students diagnosed with ADHD and SLD. Using paired-samples t-tests and a psychometric network modeling technique, results from data obtained from a sample of 43 school-aged children showed (1) that attention and working memory improved following cognitive training and (2) that cognitive training might be related to cognitive structural changes found pre- to post-training among the variables being measured. Implications for clinical practice and school-based interventions are discussed.

Practitioners in the field of special education who embrace an alternative paradigm for understanding and educating students with learning problems often face the challenge of "job role dissonance" in the daily execution of their responsibilities. Such dissonance arises when their attempt to shift paradigms or simply restructure current practice is impeded by institutional obstacles. From an experiential perspective, the authors examine these obstacles and how they have affected the reframing of the field of learning disabilities. Specifically, they identify legal mandates, the systemic nature of schools, parents' belief systems, and time limitations of staff as impediments to a more healthy and viable service delivery to children. Finally, dissonance is proffered as a normal component of a true restructuring movement.