We designed a working memory (WM) training programme in game framework for mild intellectually disabled students. Twenty-four students participated as test and control groups. The auditory and visual-spatial WM were assessed by primary test, which included computerised Wechsler numerical forward and backward sub-tests and secondary tests, which…

Used multiple-baseline design to assess the utility of presenting three types of cues when teaching an abstract concept such as colors to three children with autism: plain, label, and symbol. Found colors presented with cues were easier to learn than color without cues. Findings support the need for sensitivity for the highly individualized…