Healthcare Information

Healthcare Information 2018-01-30T19:41:58+00:00


Attention and Working Memory Assessment and Training from Yale Neuroscientists


ACTIVATE™ is a comprehensive assessment and treatment tool for healthcare professionals working with children who struggle with cognitive capacities like attention and working memory. ACTIVATE™ combines highly sophisticated brain training programs with physical exercises designed to engage the same developing neurocognitive systems as the computer problems but in the context of whole body activity and social interaction. At the same time, ACTIVATE™ is a sophisticated assessment tool, capturing every mouse click of every user, applying patent-pending error diagnostic algorithms to generate profiles of cognitive strengths and weaknesses for each child, and providing formal assessments of executive function from the NIH ToolBox. Use ACTIVATE™ to treat your clients. Use ACTIVATE™ assessments to inform and evaluate your overall treatment plan.

Based on more than twenty years of research at Yale Medical School

Our Scientific Advisory Board is comprised of some of the most highly-respected researchers in the field of neuroscience working today, including leading scientists from Yale School of Medicine, Duke University, Cornell University, and Peking University. In 2011, in announcing a $4 million grant to continue and expand research into ACTIVATE™ integrated brain and body cognitive training, the NIH named Dr. Wexler as recipient of the NIH Director’s Transformative Research Award, created specifically to support exceptionally innovative and/or unconventional research projects that have the potential to create or overturn fundamental paradigms. In selecting ACTIVATE™ as the program to be studied, an independent NIH reviewer described the program as “imaginative”, “well justified”, and “easily the most sophisticated…ever attempted”.

Computer Exercises

Physical Exercises

Treatment and Assessment Tool Applied and Modified by Clinical Judgement

ACTIVATE™ is a cognitive training program – students adhere to a robust training schedule of computer and physical exercise sessions, each lasting 20 to 45 minutes, from three to five times per week. The program has been designed to integrate seamlessly with the clinician’s treatment plan:

  • Flexible implementation parameters allow clinician customization
  • Physical exercises create structured and constructive parent-child interactions
  • Establishing the schedule of computer and physical exercises with the family contributes to concrete assessment of family and child capabilities
  • The ACTIVATE™ Cognitive Screening module provides assessments of attention, response inhibition, cognitive flexibility and working memory to help plan and evaluate all aspects of treatment
  • The ACTIVATE™ Parent Survey questions provide continuously updated symptom assessments
  • Improved cognitive skills can increase benefit of other interventions
  • ACTIVATE™ “Error Diagnostic Algorithms” translate data from every key stroke on the computer exercises into individual profiles of cognitive strengths and weaknesses to complement in-office neuropsychological assessments
  • ACTIVATE™ Reports provide daily updates of achievement milestones or missed sessions / implementation problems to monitor patient (and family) progress


ACTIVATE™ software and professional development will be available for significantly less investment than other popular memory training programs now available for clinicians. In addition, the comprehensive cognitive assessments designed to NIH Toolbox specifications and built into ACTIVATE™ provide as much or more reliable cognitive data as other expensive standalone assessment programs.

“The computerized training task stands out for being easily the most sophisticated ever attempted with ADHD (or any other cognitive disorder), due in particular to its ability to titrate difficulty to the individual’s performance, thus maximizing its learning benefit. If any computerized program could work, this one should. Therefore, a strength of this study is the extremely impressive computer training module. Another strength is the idea of incorporating physical training as part of the therapy; there are many reasons to think this is a good idea, yet it has scarcely been tried. Overall, if one is going to do an in-school intervention to train children with ADHD, this one is imaginative, well justified, and novel.”
- Independent NIH Reviewer