Improving attention and learning capacity in early childhood via a computerised cognitive training program: a randomised controlled trial

Not Applicable

Completed

• Conditions: Attention Deficits; Mental Health - Autistic spectrum disorders; Mental Health - Learning disabilities; Mental Health - Studies of normal psychology, cognitive function and behaviour

• Registration Number: ACTRN12616001111460
• Lead Sponsor: Monash University

Brief Summary

Not available

Detailed Description

Not available

Study Timeline

• Results First Posted: 1900-01-01
• Study Start: 2016-08-17
• Last Update Posted: 13 January 2020

Recruitment & Eligibility

• Status: Completed
• Sex: All
• Target Recruitment: 120

Inclusion Criteria

All enrolled children within the junior grades (Preschool, Prep, Year 1, or Year 2) within the randomly allocated mainstream schools will be eligible to participate.

Exclusion Criteria

Participants will be excluded if their estimated IQ scores are found to be below the standardised score of 75.

Study & Design

• Study Type: Interventional
• Study Design: Not specified

Primary Outcome Measures

Name	Time	Method
The Primary measure is proposed to be the Test of Everyday Attention for Children (TEA-Ch; Manly, Robertson, Anderson, & Nimmo-Smith, 1998). The TEA-Ch assesses the ability of children to selectively attend, sustain their attention, divide their attention between two tasks, switch attention from one task to another, and withhold (inhibit) verbal and motor responses.[Attention will be assessed at the baseline, immediately post-intervention, and at 6 months post-intervention time points.]