Attention Deficit Hyperactivity Disorder
Conditions
Keywords
Attention Deficit Hyperactivity Disorder; executive function; preschool
Brief summary
The purpose of this study is to determine if different forms of child-friendly, computer-based puzzles and games (brain training) targeting executive function (EF) skills (i.e., thinking, problem-solving) result in improvements in EF in preschool children with or at-risk for Attention-Deficit/Hyperactivity Disorder (ADHD) and EF problems. The investigators hypothesize that children receiving active brain training will show greater improvements in EF and related skills immediately after treatment than children receiving passive brain training. The investigators are also interested in whether any improvements in EF and related skills occur or are maintained at 3 and 6 months after completion of brain training.
Detailed description
* Investigators will talk to you by telephone to determine if your child might be eligible for the study. * Children complete two baseline testing sessions to evaluate executive function (EF) and related skills * Parents complete a packet of information, including questionnaires about the child's behavior, EF, and functional skills. * After completion of the baseline testing, we will inform you of eligibility for the Brain Training phase. * During Brain Training children play online computer games for 25-30 minutes/day (can range from 15-45 minutes/day depending on your child's attention, training version received, number and length of breaks needed), 5 days a week, for 5-7 weeks to complete a total of 25 sessions. * Children return for 3 more time points, immediately after the completion of Brain Training (1 session), and also at 3 months (1 session) and 6 months (2 sessions) after completion of Brain Training.
Interventions
BEHAVIORALBrain Training (Active)
Online computer games targeting attention, EF, and problem-solving
BEHAVIORALBrain Training (Passive)
Online computer games targeting attention, EF, and problem solving
BEHAVIORALBrain Training (Active or Passive)
Online computer games targeting attention, EF, and problem solving
Sponsors
Stanford University
Study design
Allocation
RANDOMIZED
Intervention model
CROSSOVER
Primary purpose
TREATMENT
Masking
TRIPLE (Subject, Caregiver, Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
4 Years to 5 Years
Healthy volunteers
Yes
Inclusion criteria
* Age 4 or 5 years * Born Full term (37 weeks gestation or greater) * Diagnosis of ADHD or high ADHD symptoms (T-score 60 or greater on standardized behavior questionnaire) * Able to comprehend task instructions
Exclusion criteria
* Major neurosensory impairment (ie blind, deaf) that interferes with testing * Genetic syndrome * Inability to comprehend task instructions
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change fro baseline on Executive Function Composite Measure at 2 months | 2 months | EF composite measured post Brain Training |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change from baseline on Executive Function Composite measure at 8 months | 8 months | EF composite measured 6-months post Brain Training and 8 months from baseline |
| Change from baseline on Executive Function Composite measure at 5 months | 5 months | EF composite measured 3-months post Brain Training and 5 months from baseline |
Countries
United States
Outcome results
None listed