Centre for Attention Learning and Memory II (CALM II) Version 1
Research type
Research Study
Full title
Centre for Attention Learning and Memory II (CALM II): a longitudinal study of children with specific learning problems of cognitive origin
IRAS ID
227973
Contact name
Joni Holmes
Contact email
Sponsor organisation
University of Cambridge
Duration of Study in the UK
10 years, 0 months, 0 days
Research summary
This study will provide a follow-up assessment of cognitive abilities in children who have previously attended a research clinic (CALM) for children with specific learning or behavioural difficulties of cognitive origin. Children and their families were originally referred to CALM by local health and education practitioners (e.g. special needs coordinators in schools, Child & Adolescent Mental Health Services). The children completed cognitive tests of attention, learning and memory, and ratings of mental health. Their parents/carers completed questionnaires regarding the child’s behaviour, family history, and physical and mental health. Results of the assessments were reported back to the referring agent. The children were also invited to (optionally) provide a DNA sample and have an MRI brain scan. These data were not returned to the referring agent. The data already collected are being used to understand the cognitive basis of learning difficulties in reading, maths, and language and to understand the mechanisms underlying different cognitive profiles. Permission was sought from parents/carers for us to contact them for future research studies. The aim of this study, CALM II, is to re-contact families who provided permission to invite them back for a repeat assessment of the child’s cognitive and behavioural profiles approximately five years after their first assessment. They will also be invited for a second MRI brain scan. The primary purpose of this study is to understand whether relationships between cognitive abilities and learning problems remain stable over time. A second purpose is to identify factors that might determine whether a child’s learning problems persist or resolve over time, and to use this information to inform the development of novel interventions in future projects. Reports summarising changes in the children’s learning profiles from the first visit to the follow-up will be sent to the families.
REC name
East of England - Cambridge East Research Ethics Committee
REC reference
19/EE/0010
Date of REC Opinion
24 Jan 2019
REC opinion
Favourable Opinion