Attention Deficit Hyperactivity Disorder
Conditions
Keywords
ADHD, Executive function, Preschool children, Treatment, Memory, Attention, Training, Cognitive enhancement
Brief summary
Training Executive, Attention and Motor Skills (TEAMS) is a new research program for preschool children with Attention-Deficit/Hyperactivity Disorder (ADHD) that attempts to use game-like activities and physical exercise to promote the growth of neural processes that underlie the core features of the disorder (e.g., hyperactivity, impulsivity) as well as associated areas of difficulty (e.g., socialization, motor skills). These activities are implemented at home and in supervised playgroups at no cost to families and are coupled with extensive parental education about ADHD symptoms and associated impairments.
Interventions
OTHERTEAMS (Training Attention Executive and Motor Skills)
Training Executive, Attention and Motor Skills (TEAMS) is a new research program for preschool children with Attention-Deficit/Hyperactivity Disorder (ADHD) that attempts to use game-like activities and physical exercise to promote the growth of neural processes that underlie the core features of the disorder (e.g., hyperactivity, impulsivity) as well as associated areas of difficulty (e.g., socialization, motor skills). These activities are implemented at home and in supervised playgroups at no cost to families and are coupled with extensive parental education about ADHD symptoms and associated impairments.
Sponsors
Queens College, The City University of New York
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
TREATMENT
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
4 Years to 5 Years
Healthy volunteers
No
Inclusion criteria
1. Be at least 4.0 and less than 6.0 years of age; 2. Receive a T-score on the Hyperactivity scale of the Behavior Assessment System for Children, Second Edition (BASC-2) of at least 65 (1.5 SD above the mean) by either teacher or parent rating, and a score of at least 60 (1 SD above the mean) by the other rater; 3. Meet diagnostic criteria for ADHD-C or ADHD-HI as ascertained using the Kiddie-SADS, which will be administered to the parent.
Exclusion criteria
1. Chronic medical illness or is taking systemic medication; 2. Diagnosed neurological disorder; 3. Full Scale IQ below 80 as measured by the Stanford-Binet - Fifth Edition Abbreviated Battery; 4. Diagnosis of autism, pervasive developmental disorder or post-traumatic stress disorder; 5. Determined to be physically aggressive with other children; 6. Parent enrolled in a parent management training program; 7. Not attending school or day
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Daily Diary of Engagement in Games at Home | Weekly during intervention, 1 month follow-up, 3 month follow-up | Parents complete diaries indicating the games/exercises that they engaged in with their children, as well as the amount of time per day and the degree to which the activities were enjoyable. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Attention Deficit Hyperactivity Disorder Rating Scale IV(ADHD-RS-IV) | Pre intervention, post intervention, 1 month follow-up, 3 month follow-up | Parent and teacher ratings of ADHD symptom severity |
| Parent Satisfaction Questionnaire | Post intervention, 1 month follow-up, 3 month follow-up | Parents rate the palatability of the intervention across a number of dimensions. |
Countries
United States
Outcome results
None listed