Over the last three decades the Arrowsmith Program has implemented an independent and ongoing series of evidence-based research initiatives.
There has been 16 completed studies and there are currently 7 studies underway.
This document provides information of all studies and the research findings
List of Research Studies and Reports
|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 UBC 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.
|March 23-26 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).
|September 27, 2018||Exploring the Relationship Between Improvement in an Intensive Learning Intervention and Changes in Resting-state Functional Connectivity||
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 http://www.restingstate.com 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 Brainex Symbol Relations exercise that were related to improvement in the task. Here is a brief description of the three networks identified.
|August 2017||Traumatic Brain Injury Study||A 3 month pilot study, Changes in brain-behavior relationships following a 3-month pilot cognitive intervention program for adults with traumatic brain injury 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 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.
|November 2015||Research Initiatives Report||This Arrowsmith Program Research Initiatives Report provides an update on all ongoing studies on the Arrowsmith Program. Reports and other updates to the ongoing research will be released as they become available. These studies will investigate changes in the brain as well as academic, cognitive, emotional and social outcomes that occur for students engaged in the Arrowsmith Program.|
|November 2015||Research Summary Document||
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.
|2015||Comparison study of 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.
|August, 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 AP intervention improvements were found on the following cognitive domains: Auditory Processing; Fluid Reasoning; Processing Speed; Short-Term Memory; Phonemic Awareness; and Working Memory.
|June, 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 AP intervention all academic scores improved andwere 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 2014||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.|
|April 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).
|November 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.
|October 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.
|January 25, 2007||Report on the Arrowsmith Program in the Toronto Catholic District School Board (TCDSB)||
A follow-up study tracking progress of students in the Arrowsmith Program in the 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||
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.
|2003||Evaluation Report Completed for the Vancouver School Board||
Study undertaken by Dr. Linda Siegel, Professor of Educational and Counselling Psychology and Special Education at the University of British Columbia.
Ten students were selected by the Vancouver School Board (VSB) at an Elementary School for the Arrowsmith Program experimental group and a comparison group of seven students in an Extended Learning Assistance Class (ELAC) in the VSB. The focus of the ELAC group was on improving reading and writing skills.
|November 2004||TCDSB Learning Disabilities Program Review||
Study undertaken by The Special Education Advisory Committee of the Toronto Catholic District School Board.
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 TCDSB Study of the Arrowsmith Program for Learning Disabilities||
A one-year study comparing outcome measures of 30 grade 2 to grade 7 students enroled 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||
Barbara A. Young, M.A. & Donald F. Burrill, Ph.D. Poster Session – 108th APA Annual Convention, Washington D.C., August 7, 2000
|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 2000||Evaluation of the Implementation of the Arrowsmith Program in the TCDSB||A three month study comparing 15 students in the Arrowsmith Program within the TCDSB to a group of TCDSB students using Autoskill’s Academy of Reading Program|
|1999-2007||Changes Observed on Cognitive Scores of Arrowsmith Program Students||Changes on Standardized Cognitive Measures of students in the Arrowsmith Program observed at Eaton Arrowsmith School or by Eaton Learning Centre|
|June 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||
Barbara A. Young, M.A. & Donald F. Burrill, Ph.D. Poster Session – 105th APA Annual Convention, Chicago, August 15, 1997
|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.|