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Arrowsmith Research

The work of the Arrowsmith Program is grounded in research.

Here you will find an extensive range of research studies that show how the Arrowsmith Program and specific cognitive exercises are leading to cognitive, academic, and social-emotional well-being changes in both children and working adults.

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What Researchers Are Saying

If a brain is exercised properly, anyone can grow intelligence, at any age, and potentially by a lot.

michael merzenich
Dr. Michael Merzenich
Professor Emeritus, UCSF, Kavli Laureate in Neuroscience

If a network supporting a brain function is repeatedly stimulated through practice and training, it will become stronger, contributing to the optimization of that brain function.

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Alvaro Fernandez
Sharp Brains Guide to Brain Fitness

There is neuroplasticity as a function of Arrowsmith training, which improves performance. So - Do precise Arrowsmith cognitive exercises activate and functionally change particular areas or networks of the brain? The answer, is yes.

Dr- Gregory Rose, Research Presentation
Dr. Greg Rose
Professor Emeritus, Cognitive and Neural Sciences, Southern Illinois University School of Medicine

There seems to be a story here [with Arrowsmith outcomes] about cognitive efficiency which includes working memory and attention and learning, the capacity to learn new things. These are really important cognitive skills for success at school and life in general.

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Dr. Rachel Weber
University of British Columbia, Canada

Featured Research

Title
Synopsis

Research Report: Arrowsmith Whole Cohort Program Outcomes

A summary of the research outcomes on the Arrowsmith Whole Cohort Program.

Research Overview Report

An overview of the research conducted on the outcomes of the Arrowsmith Program since 1997.

Research Report: Full-Time Arrowsmith Program Outcomes

A summary of the research outcomes of the Full-Time Arrowsmith Program.

Research Report: Academic Outcomes

A summary of the research on the academic outcomes of the Arrowsmith Program.

Research Studies and Reports

Select Option
Date
Title
Synopsis

August 1, 2023

Research Report: Full-Time Arrowsmith Program Outcomes

A summary of the research outcomes of the Full-Time Arrowsmith Program.

August 1, 2023

Whole Cohort Progress Comparison Research Report

This report compares the progress of students engaged in the Arrowsmith Whole Cohort Program with the progress of students engaged in the Arrowsmith Full and Part-Time Programs.

May 25, 2023

Effectiveness of Intensive Cognitive Training on Neuropsychological Functions of School-Age Children

A study examining the cognitive outcomes of the Arrowsmith Symbol Relations Cognitive Intensive Program was presented at the 2023 Association for Psychological Science Annual Convention. Symbol Relations training leads to widespread changes in cognition on the Woodcock Johnson and Creyos measures related to executive functions.

May 16, 2023

Research Report: Arrowsmith Whole Cohort Program Outcomes

A summary of the research outcomes on the Arrowsmith Whole Cohort Program.

April 11, 2023

Research Overview Report

An overview of the research conducted on the outcomes of the Arrowsmith Program since 1997.

March 1, 2023

Research Report: Academic Outcomes

A summary of the research on the academic outcomes of the Arrowsmith Program.

October 1, 2021

Comparison of In-Person and Online (At-Home) Cognitive Intensive Program Results

A comparison of the Cognitive Intensive Program student progress data from the In-person delivery mode (2019) and Online at-home delivery mode (2020) (2021) shows that there is no significant difference between the two delivery modes. Both delivery modes produced nearly identical results. These comparison results are based on masteries attained during the program and cognitive function assessment rating improvement from pre and post-assessment.

July 1, 2021

Visuo-spatial Ability Improvements in Typical Development Children Involved in the Arrowsmith Program

Research conducted at Universidad Camilo José Cela, Spain on the outcomes related to engagement in the Arrowsmith Symbol Relations Program in typically developing students in an elementary school in Madrid, Spain was presented at the 32nd International Conference of Psychology, held in Prague. Results showed that students without learning disabilities significantly improved their visuo-spatial abilities over three months.

July 1, 2021

Symbol Relations Training Improves Cognitive Functioning in Students with Neurodevelopmental Disorders

Research conducted at Southern Illinois University and University of British Columbia on the outcomes of engagement in the Arrowsmith Symbol Relations Cognitive Intensive Program for students with learning disabilities was published in the journal, Applied Neuropsychology Child. Significant changes on a range of cognitive domains as measured on the Woodcock Johnson IV Tests of Cognitive Abilities were observed. The positive gains were measured on: Fluid Reasoning; Cognitive Processing Speed; Perceptual Speed; Cognitive Efficiency; Oral Vocabulary; Long Term Retrieval; Comprehension Knowledge; and Visual Auditory Learning.

May 29, 2021

Brief Intensive Cognitive Training Alters Resting State Connectivity

Watch Presentation

Research was presented at the 33rd American Psychological Society Conference  on resting state connectivity changes in students engaged in the Arrowsmith Cognitive Intensive Program. Training on the Symbol Relations cognitive function in the Arrowsmith Cognitive Intensive Program strengthened resting state network connectivity. Connections in and between the Salience and Default Mode networks were particularly affected. The findings support the idea that enhancing resting state connectivity leads to improvement in task performance.

May 29, 2021

Effects of the Arrowsmith Intensive Symbol Relations Training on Cognitive Functioning

Watch Presentation

Research was presented at the 33rd American Psychological Society Conference on the impact of the Arrowsmith Cognitive Intensive Symbol Relations Program on cognitive functioning. Significant improvements were seen in the following cognitive domains as measured on the Woodcock Johnson Cognitive Abilities Tests: cognitive processing speed; cognitive efficiency; fluid reasoning; visual auditory learning; and oral vocabulary.

October 15, 2020

Alterations in Resting State Functional Connectivity in Patients with Traumatic Brain Injury Following a 3-Month Pilot Cognitive Intervention Program

Research conducted at the University of British Columbia (UBC) investigated the outcomes of the Brainex/Arrowsmith Program cognitive programs used by ABI Wellness in the treatment of individuals with chronic TBI.  Following the pilot three-month cognitive intervention, there was a statistically significant increase in functional connectivity networks that had shown reduced connectivity in patients with TBI compared to healthy controls. The changes in cognitive scores in conjunction with the change in resting state connectivity give evidence of changes in brain-behaviour relationship following the intervention. The results from this pilot study provide preliminary evidence for functional network reorganization after cognitive rehabilitation in individuals with chronic TBI.

July 2, 2020

Preliminary Effects of the Arrowsmith Intensive Program on Student Cognitive Functioning

Research conducted at the University of British Columbia (UBC) was presented at the International Neuropsychological Society Conference, Vienna. The study investigated outcomes of the 6-week Cognitive Intensive Program addressing the Symbol Relations (Reasoning) cognitive function. Significant improvements were measured in: Fluid Reasoning; Cognitive Processing Speed; Perceptual Speed; Cognitive Efficiency; Oral Vocabulary; and Visual Auditory Learning.

July 1, 2020

Cognitive Enhancement Grade 1 and Grade 3

Two studies were conducted by the Universidad Camilo José Cela, Madrid Spain. Students in an elementary school in grade one and grade three engaged in thirty minutes per day of the Symbol Relations/Reasoning cognitive program over 3 to 4 months. Significant cognitive changes were measured in Visual Spatial Ability; Attention; Planning Abilities/Executive Functioning; and Visual Spatial Numerical Ability

December 1, 2019

Research Summary: Arrowsmith Program 2019

Over the last several decades independent and ongoing evidence-based research studies have been conducted on the outcomes of the Arrowsmith Program. This document provides information of all studies and the research findings.

October 18, 2019

Interpreting the preliminary outcomes of the Arrowsmith Program: A neuroimaging and behavioural study

Watch Presentation

Research conducted at University of British Columbia was published in the journal Learning: Research and Practice on students with learning disabilities enrolled in the Arrowsmith Program. This study evaluated the cognitive and academic growth of students who participated in one academic year of the Arrowsmith Program. Participants demonstrated overall cognitive and academic growth as well as individual areas in which they improved after one year. Some areas of cognitive and academic growth were significantly correlated, suggesting a relationship in skill improvement. The results suggest that the Arrowsmith Program may be associated with improvements in cognitive and academic skills.

October 1, 2019

A Brief Intensive Learning Intervention Affects Resting State Connectivity and Neuropsychological Test Performance

Watch Presentation

Research conducted at Southern Illinois University was presented at the Society for Neuroscience Conference in Chicago. The study investigated outcomes of the 6-week Cognitive Intensive Program addressing the Symbol Relations (Reasoning) cognitive function.

June 1, 2019

Symbol Relations Cognitive Enhancement Results

Study undertaken by a school in Washington State offering the Symbol Relations Program as an elective to students in grades 6 to 11.  The students received 90 minutes every other day of the cognitive exercise over 8 months. The students were assessed on standardized measures and a self-report questionnaire.  Improvements were reported in mathematics, English and general learning capacities.

May 23, 2019

Effect of Comorbid Learning and Neurodevelopmental Disorders on Resting State Functional and Effective Connectivity in Adolescents

A study described in the poster, ‘Effect of comorbid learning and neurodevelopmental disorders on resting state functional and effective connectivity in adolescents’, was presented at the 2019 Cognitive Neuroscience Society Annual Conference in San Francisco, March 23-26, 2019. This research was conducted by Audreyana C. Jagger-Rickels, Ph.D., Gregory M. Rose, Ph.D., and Michelle Y. Kibby, Ph.D. of Southern Illinois University. Functional brain connectivity was investigated in two groups of students, typically developing (129 individuals, 13 to 19 years of age) and those in a school for students with complex learning disabilities (47 individuals, 13 to 19 years of age). For the typically developing students, within network connectivity decreased with age. The group with complex learning disabilities displayed both between network functional and effective hyper-connectivity. This hyper-connectivity suggests that the group with complex learning disabilities have less efficient networks, which could contribute to their learning disorder(s).

March 16, 2019

Changes in brain network organization and brain-behaviour relationships following a 3-month intervention program for individuals with chronic TBI

Research conducted at University of British Columbia was presented at The 13th World Congress on Brain Injury, March 13 to 16, in Toronto. This research investigated ABI Wellness’ Four Pillar approach to neurorehabilitation for individuals with mild traumatic brain injury. The cognitive exercises used by ABI Wellness under the name of Brainex are the four higher-order cognitive exercises used in the Arrowsmith Program. The data demonstrated a decrease in functional connectivity in the right prefrontal region over the course of the 3-month intervention which was linked to behavioural changes and a reduction in both anxiety and depression.

September 27, 2018

Exploring the Relationship Between Improvement in an Intensive Learning Intervention and Changes in Resting-state Functional Connectivity

Watch Presentation

A study described in the accompanying abstract, ‘Exploring the Relationship Between Improvement in an Intensive Learning Intervention and Changes in Resting-state Functional Connectivity’, was presented at the Sixth Biennial Conference on Brain Connectivity in Montreal, September 27, 2018. This research was conducted by Audreyana C. Jagger-Rickels, M.A. and Gregory M. Rose, Ph.D. of Southern Illinois University. They found resting-state connectivity changes in the brains of students engaged in the Arrowsmith Cognitive Intensive Program Symbol Relations exercise that were related to improvement in the task. Here is a brief description of the three networks identified. Salience Network, Frontoparietal Network, Default Mode Network.

December 1, 2017

Research Summary: Arrowsmith Program 2017

This Arrowsmith Program Research Summary Report provides an update on the studies on the Arrowsmith Program. These studies investigate changes in the brain as well as academic, cognitive, emotional, and social outcomes that occur for students engaged in the Arrowsmith Program.

August 1, 2017

Changes in Brain-Behavior Relationships Following a 3-month Pilot Cognitive Intervention Program for Adults with Traumatic Brain Injury

Watch Presentation

A 3-month pilot study conducted at the University of British Columbia, found a statistically significant increase in the composite cognitive score in the TBI participants and a statistically significant decrease in functional connectivity in the right inferior frontal gyrus. In addition, there was evidence of changes in the brain-behavior relationships following the Arrowsmith intervention. The results from this pilot study provide preliminary evidence for functional network reorganization that parallels cognitive improvements after cognitive rehabilitation in individuals with chronic TBI.

December 1, 2016

Motor Symbol Sequencing Whole Cohort Study

Study undertaken by a primary school in Australia offering the Whole Cohort Motor Symbol Sequencing Program to Grade One students. Findings: The students receiving 30 minutes per day of a cognitive program designed to improve motor planning involved in reading and writing showed significantly greater improvement on a measure of writing than students receiving traditional academic curriculum in grade 1.

December 1, 2015

Comparison study of the growth rate of students in Grades 3, 4 and 5 on standardised academic measures

A study undertaken by Holy Trinity Parish schools, East Bentleigh, Melbourne, Australia. All students in Grades 3, 4, and 5 completed the ACER Pat Maths and Reading Comprehension assessments. Findings: The growth rate of Arrowsmith Program (AP) students was higher than their peers on both measures.

November 1, 2015

Research Summary: Arrowsmith Program 2015

The Arrowsmith Program summary document provides a high-level overview of both completed and ongoing research conducted on the Arrowsmith Program. This document groups the research studies into six categories: 1) Independent Research In Progress; 2) Completed Peer-Reviewed Research; 3) Completed Peer-Reviewed and Independent Research; 4) Completed Independent Research; 5) Other Completed Studies; and 6) Other Relevant Documents.

August 7, 2014

A Brain-Based Intervention Program That Changes Cognition: Implications for Academic Achievement

A study presented at a poster session at the American Psychological Convention, Washington, D.C. August 2014 by a research team at the Brain Gain Lab at the University of Calgary. Findings: following Arrowsmith Program intervention improvements were found on the following cognitive domains: Auditory Processing; Fluid Reasoning; Processing Speed; Short-Term Memory; Phonemic Awareness; and Working Memory.

June 5, 2014

Effects of the Arrowsmith Program on Academic Performance: A Pilot Study

A study presented at a poster session at the Canadian Psychological Convention, Vancouver June 2014 by a research team at the Brain Gain Lab at the University of Calgary. Findings: following Arrowsmith Program intervention all academic scores improved and were in the average range except math fluency. Strengthening cognitive neuropsychological functions presumed to underlie academic achievement deficits improves reading, mathematics, and writing by targeting the cause (i.e., cognitive deficit) rather than the symptoms (i.e., achievement deficits).

March 1, 2014

Arrowsmith Research Initiatives Report

This first Research Initiatives Report summarizes five existing and ongoing studies of the Arrowsmith Program and its effects on the cognitive functions associated with specific learning difficulties, conducted at universities in Canada and U.S.A. These studies will show changes in the brain as well as academic, cognitive, emotional and social outcomes that occur for students engaged in the Arrowsmith Program.

November 1, 2013

A Case Study of the Learning Disabilities Association of Saskatchewan (LDAS) Arrowsmith Program

Case Study research was conducted to investigate how participation in the Learning Disabilities Association of Saskatchewan (LDAS) Arrowsmith Program affected the cognitive, academic, emotional, and interpersonal functioning of five students who attended this program for two to three years. Findings: All of the students who participated in the research after participation in the Arrowsmith Program had significantly higher cognitive functioning/processing in at least one broad area measured by standardized tests and improved in some aspect of memory (working memory and/or long term retrieval). All four of the students who had returned to regular schools were taking academic programming at a higher level than they were previously.

April 1, 2013

Arrowsmith Program Evaluation Report Completed for the Vancouver School Board (VSB)

An independent re-analysis of data from a study in the Vancouver School Board undertaken by Dr. Linda Siegel, of elementary students identified as Learning Disabled (LD), one group in the Arrowsmith Program, and one group in an Extended Learning Assistance Class (ELAC). The focus of the ELAC group was on improving reading and writing skills. Findings: This re-analysis found only two significant results. On both the Comprehension and Spelling tests, the Arrowsmith group had significantly higher gains than the ELAC group (Comprehension; P= 0.002; Spelling: P= 0.012).

October 1, 2012

Report on Academic Skills and Learning Outcomes

This report summarizes how the Arrowsmith Program cognitive exercises are directly and very specifically related to a wide range of learning difficulties. The report describes the relationship between the function of the cognitive areas for which the Arrowsmith Program has developed specific, targeted exercises, the learning difficulties if a student has a deficit in the cognitive area, and the learning outcomes achieved upon completion of the Arrowsmith Program exercises. There have been a number of studies that have demonstrated improvements in students’ academic skills upon completion of the Arrowsmith Program cognitive exercises. The increased cognitive capacities have enabled students to acquire a wide range of academic skills. All of the research has demonstrated a clear link between successful completion of the Arrowsmith Program cognitive exercises and improvements in basic academic skills. This report contains a summary of these research studies, as well as providing examples of the correlation between the Arrowsmith cognitive exercises and Reading, Writing, Spelling, and Mathematics. Of particular interest to educators, parents, and students are the significant gains demonstrated by students after completion of the Arrowsmith Program of their scores on standardized psycho-educational assessments.

June 1, 2007

Changes Observed on Cognitive Scores of Arrowsmith Program Students 1999-2007

Changes on Standardized Cognitive Measures of students in the Arrowsmith Program observed at Eaton Arrowsmith School or by Eaton Learning Centre

January 25, 2007

Report on the Arrowsmith Program in the Toronto Catholic District School Board (TCDSB)

A follow-up study tracking the progress of students in the Arrowsmith Program in the Toronto Catholic District School Board(TCDSB) on standardized achievement measures and on the amount of resource support needed pre- and post-Arrowsmith Program. Reports from parents, teachers, and students of specific observable cognitive and academic gains and on the success of TCDSB Arrowsmith students in high school and post-secondary programs.

November 20, 2005

Report on an Outcome Evaluation of the Arrowsmith Program for Treating Learning Disabled Students

A three-year outcome study of 79 children with learning disabilities conducted at Arrowsmith School funded by the Canadian Donner Foundation. A number of standardized measures were used such as achievement tests and tests of mental ability as well as measures of learning capacity and changes in rates of learning. Study undertaken by Dr. William J. Lancee, Ph.D. Head of Research in the Department of Psychiatry at Mount Sinai Hospital and Associate Professor, Department of Psychiatry, University of Toronto.

November 24, 2004

Toronto Catholic District School Board (TCDSB) Learning Disabilities Program Review

Study undertaken by The Special Education Advisory Committee of the Toronto Catholic District School Board (TCDSB). The Program review included the Arrowsmith Program, the Hospital for Sick Children Learning Disabilities Research Program, self-contained special education classroom, and resource/withdrawal or integration in the regular class with modifications and/or accommodations.

January 22, 2003

Report on the Toronto Catholic District School Board (TCDSB) Study of the Arrowsmith Program for Learning Disabilities

A one-year study comparing outcome measures of 30 grade 2 to grade 7 students enrolled in the Arrowsmith Program from 4 schools in the Toronto Catholic District School Board (TCDSB) to 10 students in a traditional special education classroom for students with learning disabilities. Study undertaken by Dr. William J. Lancee, Ph.D.

August 7, 2000

Treatment Outcomes for a Motor Symbol Sequencing Dysfunction

This research paper investigated the relationship between a program designed to train automatic written motor symbol sequences for a group of 12 learning disabled individuals having difficulty with the writing process and outcome measures on a test developed to measure the rate of learning a repeated sequence of symbols as an automatic motor pattern and standardized tests of writing and copying. Significant positive changes were found from pre- to post-treatment testing on all measures.

July 30, 2000

Evaluation of the Implementation of the Arrowsmith Program in the Toronto Catholic District School Board (TCDSB)

A three-month study comparing 15 students in the Arrowsmith Program within the Toronto Catholic District School Board (TCDSB) to a group of TCDSB students using Autoskill’s Academy of Reading Program.

June 30, 1998

Results from first year of St. Patrick Catholic Secondary School and Arrowsmith Program Pilot Project

A pilot project undertaken in co-operation with St. Patrick Catholic Secondary School in the Toronto Catholic District School Board. The report summarizes the averaged quantitative improvements seen in 19 students working on 4 cognitive areas over a 7 month period.

August 15, 1997

Correlates of a Test of Motor Symbol Sequencing Performance

This research paper investigated the relationship between a test developed to measure the rate of learning a repeated sequence of symbols as an automatic motor pattern and standardized tests of writing and copying. Performance on the Motor Symbol Sequencing test, for a group of 12 learning disabled individuals and a control group of 35 adults, correlated significantly with standardized tests of copying and handwriting. Presented at the 105th American Psychological Association Annual Convention, Chicago, August 15, 1997 by Barbara A. Young, M.A. & Donald F. Burrill, Ph.D.

Frequently Asked Questions

Is the Arrowsmith Program grounded in research?

The work of the Arrowsmith Program is grounded in research – that of Alexander Luria who identified the function or job of different regions and networks of the brain and that of Mark Rosenzweig at University of California, Berkeley looking at ‘activity-dependent neuroplasticity’ in rats. Activity-dependent neuroplasticity means that external stimulation that places a demand on the brain over a sustained period results in change to the brain.

Based on Luria and Rosenzweig’s research, the following question was posed by Barbara Arrowsmith-Young in 1978 – “Can specific cognitive exercises stimulate and improve specific cognitive functions?”

The research conducted on Arrowsmith Program demonstrates that yes, specific cognitive exercises are leading to changes in the brain along with cognitive, academic, and social emotional well-being changes.

What is research?

Research is a form of systematic investigation with the intention of adding knowledge to a field. It takes a variety of forms, including studies using different research designs such as single subject designs, observational studies, longitudinal designs, surveys, randomized control designs.

What research designs have been used?

The American Psychological Association Journal article, More Than One Way to Measure, argues for multiple research approaches to evaluate outcomes of interventions and outlines the pitfalls of randomized clinical trials. Arrowsmith, in 2010, consulted Dr. Alan Kazdin, who is quoted in this article, on the appropriate research design to evaluate Arrowsmith Program outcomes and he advised that single-subject design or n-1 design would be the best approach. This research design uses a form of experimental reasoning called baseline logic to demonstrate the effects of the independent variable (in the case of Arrowsmith – the cognitive exercises) on the behaviour of individual subjects. Given it is often difficult to match control groups in education research this is a frequently used research design. In this design, students’ progress over time is measured against their starting point and if progress exceeds what is expected, it is considered significant. Designs with control groups have also been used in which differences in outcome measures between the groups are analyzed for significance.

This design is discussed here. In this design, it is argued that if the research demonstrates common outcomes across multiple studies using different subjects and with a range of measures, then the intervention is the probable factor leading to the outcomes. All the independent research on Arrowsmith shows similar outcomes.

What are the statistics on research evaluating the Arrowsmith Program?

What are the statistics on research evaluating the Arrowsmith Program?

  • 40 independent studies
  • 850+ students
  • 6 universities
  • 30 different educational institutions
  • 5 countries
  • 18 of these studies have been peer reviewed
  • 3 have been published
  • 14 have been presented at conferences
  • 7 of these studies have had control groups

These studies have been conducted by different researchers using a variety of research designs and measures, with a variety of research subjects

Has brain imaging been used to evaluate the Arrowsmith Program?

Several studies have used various forms of brain imaging to investigate the impact of the Arrowsmith Program. The brain imaging results have shown:

  • changes in brain activation and connectivity
  • more efficient processing
  • increased activation in the prefrontal cortex and executive control network
  • strengthened network connectivity, both within and between the Default Mode, Dorsal Attention, Salience, and Frontoparietal/Executive Control networks
What are the academic outcomes?

Studies at three universities found significant changes on the following academic measures:

  • Word Reading
  • Reading Fluency
  • Reading Comprehension
  • Spelling
  • Math Computation
  • Quantitative Concepts
  • Math Fluency
  • Written Expression
  • Writing Fluency
  • Receptive Language
  • Academic Fluency

Studies in several elementary schools found significant changes over an academic year on:

  • rate of acquisition of the skills of reading, reading comprehension, spelling, arithmetic
  • amount of academic growth over an academic year on reading comprehension and mathematics
  • writing speed and accuracy
What are the cognitive outcomes?

Studies at four universities found significant changes on the following cognitive measures:

  • Cognitive Efficiency
  • Cognitive Flexibility
  • Processing Speed
  • Perceptual Speed
  • Auditory Processing
  • Attention
  • Fluid Reasoning
  • Visual Auditory Learning
  • Working Memory
  • Concept Formation
  • Verbal Fluency
  • Short Term Memory
  • Long Term Memory
  • Phonemic Awareness
  • Planning (Executive Functioning)
  • Response Inhibition
  • Visual-Spatial Reasoning
What are the social-emotional and well-being outcomes?
  • Greater sense of happiness & well being
  • Greater sense of optimism
  • Increased sense of locus of control (view self as agent of change in one’s life)
  • Increase in incremental theory of mind (Carol Dweck)
  • Greater sense of satisfaction with their personal relationships
  • Increase in social skills, adaptability, and leadership
  • Increase in attention, listening well, staying focused
  • Reduction in feelings of depression, anxiety, aggression
  • Reduction in hyperactivity
  • Reduction in cortisol (stress hormone)
Do students maintain their improvements?

Students have been followed up to 40 years after completion of the program and have maintained their improvements. Once the improvement is in place, the individual maintains this gain by using the cognitive area in everyday functioning.

Are there control groups?

Seven studies have compared the results of students in the Arrowsmith Program with students not receiving the Arrowsmith Program (controls). What is important to note is that in the studies with control groups, the students receiving the Arrowsmith cognitive exercises all showed significant academic and/or cognitive and/or social-emotional well-being gains over the control groups who did not receive Arrowsmith intervention.

Is the research independent?

The researchers from the various universities conducting research on the outcomes of the Arrowsmith Program do this work independently of Arrowsmith. As they require, from time to time, the researchers consult with Arrowsmith on various questions related to the Arrowsmith methodology and theory. All researchers that conduct research on the Arrowsmith Program have full access to the methodology from our written documentation to observations of the program in action and to training in the methodology.

Are there peer reviewed studies?

Eighteen of the research studies have been peer reviewed and two have been published in peer reviewed journals. All the studies presented at conferences go through a peer review process before being accepted for presentation.

Research Videos

Dr. Gregory Rose, Research Presentation

Arrowsmith School hosted a presentation by Dr. Greg Rose: Benefits of Arrowsmith Training on Brain Connectivity and Neuropsychological Measures – Toronto , July 9, 2019.

Dr. Gregory Rose, Research Presentation - July 2019 9-6 screenshot

Dr. Greg Rose, Southern Illinois University, Benefits of Arrowsmith Training on Brain Connectivity and Neuropsychological Measures – Vancouver, March 2019.

Dr. Gregory Rose, Research Presentation - July 2019 9-6 screenshot-1

Dr. Lara Boyd and Dr. Rachel Weber, University of British Columbia, Neurocognitive and Behavioural Outcomes of the Arrowsmith Program – Vancouver, March 2019.

Current Arrowsmith Program Research Initiatives - Dr. Richard Collins 0-24 screenshot

Dare to Dream, Research Fundraiser – Research Fundraiser. Current Arrowsmith Program Research Initiatives - Dr. Richard Collins - 2017

Current Arrowsmith Program Research Initiatives - Dr. Lara Boyd 0-38 screenshot

Dare to Dream, Research Fundraiser – Research Fundraiser. Current Arrowsmith Program Research Initiatives - Dr. Lara Boyd - 2017

Current Arrowsmith Program Research Initiatives - Dr. Gregory Rose 0-35 screenshot

Dare to Dream, Research Fundraiser – Research Fundraiser. Current Arrowsmith Program Research Initiatives - Dr. Gregory Rose - 2017

Current Arrowsmith Program Research Initiatives - Howard Eaton 0-59 screenshot

Dare to Dream, Research Fundraiser – Research Fundraiser. Current Arrowsmith Program Research Initiatives - Howard Eaton - 2017