Effects Of A Computerized Working Memory Training Program On Attention, Working Memory, And Academics, In Adolescents With Severe ADHD/LD
Trial Snapshot
- Phase
- Not Applicable
- Status
- Completed
- Enrollment
- 120
- Locations
- 3
- Primary Endpoint
- Automated Working Memory Assessment Listening Recall
Study Overview
Brief Summary
Our primary aim is to determine whether a computerized working memory (WM) training program will help students with severe learning and attention problems, in terms of improving their WM. Additional aims are to determine whether the WM training will also result in improvements in the students' concentration and school work, and how long any beneficial effects will last (i.e., whether the students will continue to show improvements once the training program has stopped).
Detailed Description
We have established a collaborative partnership between OISE, HSC, OPDS, and JVS to evaluate the effectiveness of a WM training program when conducted in a school setting. To determine whether the WM training program does improve WM, attention, behaviour, and/or academic achievement, we will compare its effects to those expected to result from two other intervention programs that focus on academic skills only: 1) a computerized software program known to improve math skills (Academy of Math®); and 2) extra, individualized tutoring in an area of academic weakness supervised by a trained and experienced staff person. We will assess WM, related cognitive abilities, ADHD symptoms, academic achievement, before and after intervention, and also at 3- and 6-month follow-up to determine whether any improvements are sustained and increased after the training has finished.
Study Design
- Study Type
- Interventional
- Allocation
- Randomized
- Intervention Model
- Parallel
- Primary Purpose
- Treatment
- Masking
- None
Eligibility Criteria
- Ages
- 12 Years to 17 Years (Child)
- Sex
- All
- Accepts Healthy Volunteers
- No
Inclusion Criteria
- •fulltime enrollment at one of the three English-language speaking OPDS schools
- •confirmed diagnosis of a specific LD with or without comorbid ADHD
- •IQ > 80 (based on WISC-IV)
- •English as the primary spoken language
Exclusion Criteria
- •uncorrected sensory impairments (vision, hearing)
- •severe comorbid mental health disorders requiring medications other than those used for ADHD or intensive treatment
- •severe impairments in oral communication, impeding intelligibility of spoken responses
Outcomes
Primary Outcomes
Automated Working Memory Assessment Listening Recall
Time Frame: 15-20 min
CANTAB Spatial Working Memory
Time Frame: 15-20 min
Secondary Outcomes
- Wide Range Achievement Test 4 Progress Monitoring Version: word reading, spelling, sentence comprehension, math computation(10-15 min)
- Teacher - Children's Organizational Skills Scale(5 min/student)
- Teacher - Strengths and Weakness of ADHD-symptoms and Normal-behavior scale (SWAN)(5 min/student)
Investigators
Rosemary Tannock
Senior Scientist
The Hospital for Sick Children