Attention Deficit Hyperactivity Disorder
Conditions
Brief summary
Feasibility study of Central Executive Training (CET) for ADHD. The goal of the current project is to develop and assess the feasibility, acceptability, engagement, and usability of a novel, central executive (CE) working memory training intervention.
Detailed description
The goal of the core study is to develop a central executive training (CET) intervention for children with attention-deficit/hyperactivity disorder (ADHD) and examine its feasibility, acceptability, engagement, and usability. This will involve early developmental work on software and treatment manuals followed by evaluation of the feasibility of enrolling, retaining, and treating ADHD children with CET. An evidence-informed intervention targeting central executive functioning in children with ADHD has the potential to result in clinically significant improvements in ADHD symptoms relative to extant behavioral treatments and capacity-based (short-term memory) training interventions. The long-term goal is to develop an efficacious and acceptable CET intervention with the potential for generalized improvements in, or normalization of, ADHD-related impairments in peer, family, and academic functioning.
Interventions
BEHAVIORALCET: Central Executive Training
CET: Central Executive Training
BEHAVIORALCET: Comparison Executive Training
CET: Comparison Executive Training
Sponsors
National Institutes of Health (NIH)
National Institute of Mental Health (NIMH)
Florida State University
Study design
Allocation
NON_RANDOMIZED
Intervention model
SEQUENTIAL
Primary purpose
TREATMENT
Masking
TRIPLE (Subject, Caregiver, Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
8 Years to 13 Years
Healthy volunteers
No
Inclusion criteria
* Children ages 8-12 with principal ADHD diagnoses (via K-SADS) * parent Behavior Assessment System for Children (BASC) Attention Problems or Hyperactivity subscale or ADHD-5 in clinical/borderline range based on age and gender * teacher BASC Attention Problems or Hyperactivity subscale or ADHD-5 scale in clinical/borderline range based on age and gender.
Exclusion criteria
* gross neurological, sensory, or motor impairment, history of a seizure disorder, or psychosis, bipolar disorders, substance use, or intellectual disability disorders * non-English speaking child or parent
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Rapport visuospatial/phonological working memory test | Approximately 10 minute task administered during a 3 hour post-treatment testing session occurring within 2 weeks of last intervention session | Outcome: stimuli correct |
Secondary
| Measure | Time frame |
|---|---|
| Parent-reported ADHD symptoms (ADHD-5 rating scale) | Parent questionnaire requiring approximately 15 minutes to complete, administered to parent while child is completing the 3 hour post-treatment testing session occurring within 2 weeks of last intervention session |
Other
| Measure | Time frame | Description |
|---|---|---|
| Teacher ADHD symptom ratings (ADHD-5 rating scale) | Teacher questionnaire requiring approximately 15 minutes to complete, mailed to teacher within 2 weeks of child's last intervention session | — |
| Inhibition test | Approximately 10 minute task administered during a 3 hour post-treatment testing session occurring within 2 weeks of last intervention session | Stop-signal and go/no-go scores will be combined via weighted average (factor score). Divergent validity (expected to improve more in comparison condition than experimental condition). |
| Kaufman Test of Educational Achievement-3 (KTEA3) Listening Comprehension | Approximately 15 minute task administered during a 3 hour follow-up testing session occurring 2-4 months after last intervention session (variable time frame to account for school breaks) | Growth scale value (GSV) |
| Kaufman Test of Educational Achievement-3 (KTEA3) Reading Comprehension | Approximately 15 minute task administered during a 3 hour follow-up testing session occurring 2-4 months after last intervention session (variable time frame to account for school breaks) | Growth scale value (GSV) |
| Kaufman Test of Educational Achievement-3 (KTEA3) Reading Fluency | Approximately 15 minute task administered during a 3 hour follow-up testing session occurring 2-4 months after last intervention session (variable time frame to account for school breaks) | Growth scale value (GSV) |
| Kaufman Test of Educational Achievement-3 (KTEA3) Math Fluency | Approximately 15 minute task administered during a 3 hour follow-up testing session occurring 2-4 months after last intervention session (variable time frame to account for school breaks) | Growth scale value (GSV) |
| Kaufman Test of Educational Achievement-3 (KTEA3) Math Concepts and Applications | Approximately 15 minute task administered during a 3 hour follow-up testing session occurring 2-4 months after last intervention session (variable time frame to account for school breaks) | Growth scale value (GSV) |
| NIH List Sorting | Approximately 15 minute task administered during a 3 hour follow-up testing session occurring 2-4 months after last intervention session (variable time frame to account for school breaks) | Assessing feasibility of this test as possible primary outcomes for follow-up trial |
Countries
United States
Outcome results
None listed