Pilot Testing of Cognitive Training on Academic Task Performance in Children With Attention-deficit/Hyperactivity Disorder
Trial Snapshot
- Phase
- Not Applicable
- Status
- Completed
- Enrollment
- 26
- Locations
- 2
- Primary Endpoint
- Working memory measures
Study Overview
Brief Summary
Impaired WM is a central deficit in ADHD. A computerized training program, Cogmed, has been shown to increase WM capacity in children with ADHD. It is not known whether the training improves behavior associated with classroom learning, such as remaining on-task and inhibiting off- task behavior. The aim of this study is to utilize ecologically valid measures to investigate training's effect on observable ADHD behavior in conjunction with more standard measures. Subjects will be randomly assigned to a Cogmed versus an active "placebo" condition in which the tasks do not increase in difficulty level in a double-blinded fashion. The effects of the active Cogmed versus placebo computer training will be compared on measures in children with ADHD.
Study Design
- Study Type
- Interventional
- Allocation
- Randomized
- Intervention Model
- Parallel
- Primary Purpose
- Treatment
- Masking
- Triple (Participant, Care Provider, Investigator)
Eligibility Criteria
- Ages
- 7 Years to 14 Years (Child)
- Sex
- All
- Accepts Healthy Volunteers
- No
Inclusion Criteria
- •Age range 7-14
- •At least average academic and intellectual functioning via parent report.
- •Must have ADHD (by parent report of previous diagnosis or per telephone screening checklist - to be confirmed via interview and ratings)
- •Attentional, hyperactive or impulsive symptoms that interfere with functioning.
Exclusion Criteria
- •Diagnosis of severe mental illness for example, psychotic, bipolar or major depressive disorder, (by history)
- •Mental retardation (by history)
- •English is not the primary language
- •Family does not have a computer
Outcomes
Primary Outcomes
Working memory measures
Time Frame: 6 weeks
Assess memory and working memory functioning on computer and or RA administered tests.
Rating scales
Time Frame: 6 weeks
Parent and teacher ratings of behavior and attention
Restricted Academic Situations Task
Time Frame: 6 weeks
Assessment of on-task type behavior while doing a simulated academic task.
Secondary Outcomes
- Fluency and attention measures(6 weeks)
- Self-control and executive functioning measures(6 weeks)