Abstract
This article discusses criteria that can assist in deciding whether to use any of the plethora of commercial products that are claimed to be of assistance with educational difficulties, especially 'learning disabilities'. It argues only programs which fit one of four scenarios suggested can claim to be efficacious. These scenarios are based on publication of peer-reviewed scientific literature that provides evidence that the treatment will improve specified cognitive abilities. This evidence has to be provided through objective measures which are methodologically adequate. Any products that only use subjective anecdotes and testimonials to assess educational treatment should be ignored. It also states that neuroscientific data to measure changes in the brain can not be used to assess the effectiveness of an educational treatment.
| Original language | English |
|---|---|
| Pages | 6-10 |
| Number of pages | 5 |
| Volume | 47 |
| No. | 1 |
| Specialist publication | Learning Difficulties Australia Bulletin |
| Publication status | Published - 2015 |