Effects of Cognitive Training on Academic Task Performance in Attention Deficit Hyperactivity Disorder (ADHD)

Pilot Testing of Cognitive Training on Academic Task Performance in Children With Attention-deficit/Hyperactivity Disorder

Status

Completed

Phases

Study type

Interventional

Source

ClinicalTrials.gov

Registry ID

NCT01124721

Acronym

Cog-RAST

Enrollment

Registered

2010-05-17

Start date

2008-01-31

Completion date

2013-01-31

Last updated

2017-05-31

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

ADHD, Attention

Keywords

Cognitive training

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.

Interventions

BEHAVIORALCognitive training

Cognitive computerized training for several days per week.

BEHAVIORALCognitive training-placebo

Cognitive training that only minimally increases in difficulty

Study design

Allocation

RANDOMIZED

Intervention model

PARALLEL

Primary purpose

TREATMENT

Masking

TRIPLE (Subject, Caregiver, Investigator)

Eligibility

Sex/Gender

ALL

Age

7 Years to 14 Years

Healthy volunteers

Inclusion criteria

1. Age range 7-14 2. At least average academic and intellectual functioning via parent report. 3. Must have ADHD (by parent report of previous diagnosis or per telephone screening checklist - to be confirmed via interview and ratings) 4. Attentional, hyperactive or impulsive symptoms that interfere with functioning.

Exclusion criteria

1. Diagnosis of severe mental illness for example, psychotic, bipolar or major depressive disorder, (by history) 2. Mental retardation (by history) 3. English is not the primary language 4. Family does not have a computer

Design outcomes

Primary

Measure	Time frame	Description
Restricted Academic Situations Task	6 weeks	Assessment of on-task type behavior while doing a simulated academic task.
Working memory measures	6 weeks	Assess memory and working memory functioning on computer and or RA administered tests.
Rating scales	6 weeks	Parent and teacher ratings of behavior and attention

Secondary

Measure	Time frame	Description
Fluency and attention measures	6 weeks	Measures of fluency and attentional functioning.
Self-control and executive functioning measures	6 weeks	Attention and working memory components can affect delay discounting and self-control measures. This measure will assess for change in behavior and ratings associated with executive functioning.

Countries

United States

Outcome results

None listed

Source: ClinicalTrials.gov · Data processed: Feb 4, 2026