The Feasibility of a Brief Attention Training Technique for Improving Behaviour and Attention in Children With ADHD
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 13
- 试验地点
- 2
- 主要终点
- Inattention on the Swanson, Nolan and Pelham questionnaire (Snap-IV)
研究概览
简要总结
This study aims to investigate the application of the Attention Training Technique in children with ADHD aged 7-11 years old. The research aims to investigate both the feasibility of this technique in this population as well as whether it can improve symptoms, behaviour and executive functioning.
详细描述
Attention deficit hyperactivity disorder (ADHD) is a neurobehavioural disorder characterised by core symptoms of hyperactivity, impulsivity and inattention. Its prevalence ranges between 3-9% of school-aged children, making it one of the most common presentations in child and adolescent mental health services.
In the last 10 years, research into the effectiveness of attention training as an intervention for children with ADHD has been increasing. This has tended to follow assumptions that children with the disorder either lack skills in focusing and maintaining their attention and/or have neurological deficits in areas responsible for attention functions. Results have been encouraging, with study participants demonstrating improvements in symptoms and behaviour following a course of attention training. However, the method and length of training has varied across studies.
This study aims to investigate a treatment called the Attention Training Technique (ATT) that approaches attention difficulties in this disorder from a different perspective. Instead of viewing inattention as a result of structural or skills deficits, it posits that children with ADHD have these skills, but are perhaps unaware of the flexibility and control they have over them. This treatment aims to increase this awareness and subsequently improve ratings of attention, behaviour and other areas of executive functioning.
研究设计
- 研究类型
- Interventional
- 分配方式
- Na
- 干预模型
- Single Group
- 主要目的
- Treatment
- 盲法
- None
入排标准
- 年龄范围
- 7 Years 至 11 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Children with a formal diagnosis of ADHD as given by a psychiatrist or community paediatrician
- •Children between the ages of 7 and
- •This age group was selected as previous research on attention training in this population has used this age group
- •Children who are currently on a waiting list at a Child and Adolescent Mental Health Service (CAMHS) or a child psychology service, or being seen by a CAMHS or psychology service for medication review only
- •Children who speak fluent English which will ensure they are able to comprehend the tasks instructions adequately.
排除标准
- •Children who are not stabilised on stimulant medication and/or willing to maintain their medication type/dose
- •Children with a major neurological illness or acquired central nervous system injury
- •Children who at the point of referral have a co-existing diagnosis of an Autistic Spectrum Disorder
- •Children who are currently in receipt of another non-pharmacological intervention for ADHD or who are currently taking part in another research trial
结局指标
主要结局
Inattention on the Swanson, Nolan and Pelham questionnaire (Snap-IV)
时间窗: Change from baseline in attention post treatment and at follow up 6 weeks later
Parent's rating of their child's inattentiveness
次要结局
- Hyperactivity on the Swanson, Nolan and Pelham questionnaire (Snap-IV)(Change from baseline in hyperactivity post treatment and at follow up 6 weeks later)
- Behaviour on the Strengths and Difficulties Questionnaire (SDQ)(Change from baseline in behaviour post treatment and at follow up 6 weeks later)
- Treatment Acceptability Questionnaire(Rated once at the final session of treatment, 4 weeks after the 2nd baseline is taken)
- Executive functioning on The Behavioural Rating Inventory of Executive Functioning (BRIEF)(Change from baseline in executive functioning post treatment and at follow up 6 weeks later)
- Impulsivity on the Swanson, Nolan and Pelham questionnaire (Snap-IV)(Change from baseline in impulsivity post treatment and at follow up 6 weeks later)
- Attentional control on the Attentional Control Scale for Children (ASC-C)(Change from baseline in attentional control post treatment and at follow up 6 weeks later)
- Working memory on the Weschler Intelligence Scale for Children (WISC-IV) - Letter Number Sequencing(Change from baseline in working memory post treatment and at follow up 6 weeks later)
- Working memory on the Weschler Intelligence Scale for Children (WISC-IV) - Digit Span(Change from baseline in working memory post treatment and at follow up 6 weeks later)
研究者
Adrian Wells
Professor of Clinical and Experimental Psychopathology
University of Manchester