Working memory training in children with neuropsychiatric disorders and borderline intellectual functioning.

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

NL-OMON

Registry ID

NL-OMON20558

Enrollment

100

Registered

2011-06-07

Start date

2011-09-01

Completion date

Unknown

Last updated

2024-06-11

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

Conditions

Children with neuropsychiatric disorders and borderline intellectual functioning

Interventions

Cogmed© working memory training (Klingberg et al., 2005). Working memory training procedure: In a double blind randomized controlled trail, two groups, each containing 50 children, will be compared.

Eligibility

Inclusion criteria

Inclusion criteria: 1. Children aged between 10 years/0 months and 13 years/11 months, known in psychiatric health care and/or special education; 2. Neuropsychiatric disorders (ADHD, ASD, or a combination of those two, possibly in combination with comorbid ODD), classified by the DSM-IV (Diagnostic and Statistical Manual of Mental Disorders, 2000); 3. IQ score between 70 and 85 (BIF); 4. Access to a PC with Windows Vista or Windows XP with internet connection and speakers (at home or school).

Exclusion criteria

Exclusion criteria: 1. Currently intensive (i.e. weekly) individual or group psychotherapy; 2. Regular use of other medication (stimulants / neuroleptics). When medication is used for ADHD, this isn’t a exclusion criteria in case of ‘room for improvement’; 3. Diagnosis of one or more of the following comorbid psychiatric disorders: A. Major depression; B. Bipolar disorder; C. Psychotic disorder; D. Chronically motor tic disorder or Gilles de la Tourette; E. Conduct disorder; F. Eating disorders; G. Anxiety disorders. 4. Neurological disorders (e.g. epilepsy) in the recent two years; 5. Cardiovascular disease currently or in the past; 6. Serious motor and/or perceptual handicap; 7. Participation in another clinical trail simultaneously; 8. Insufficient motivation to follow the training; 9. Medical illness which needs medical treatment.

Design outcomes

Primary

Measure	Time frame
1. The measured difference in behavioral problems before and after training; 2. The measured difference in neurocognitive functioning before and after training; 3. The measured difference in schoolachievement before and after training. Study procedure from A-Z: In the following part, we will describe the whole study procedure from start to follow- up, including the rationale for the proposed measurements. In sum, there will be a selection phase, pre- and post-assessments and a follow-up. Note that an assessment in our “clinical care as usual” includes; 1. A clinical interview with the parents and the child (an intake); 2. A structural developmental interview; 3. A comprehensive set of questionnaires; 4. A neuropsychological assessment with an average duration of 2 – 2 ½ hours; 5. An appointment for instruction of the training; 6. An appointment for evaluation. So in sum, the post-assessment and the follow-up will be extra for the research project compared to our daily care as usual. To be comprehensive, below, we will describe the whole procedure. Part one: Selection phase. Scales and Questionnaires. An extensive clinical diagnostic procedure including a structural developmental interview and a clinical interview with the parents and the child, supervised by a child and adolescent psychiatrist will be scrutinized by a clinical diagnostic procedure including: 1. In case of ADHD and/or ASS, the ADHD and/or ASS criteria according to the DSM-IV will be checked and filled out by an experienced psychologist; 2. For assessment of other comorbid psychiatric disorders, the Diagnostic Interview Schedule for Children (DISC-IV), a highly structured diagnostic instrument designed for use by non-clinicians (Berument et.al., 1999) will be included; 3. The intellectual disabilities will also be checked before participation, through five subtests of the WISC-III-NL (Information, Vocabulary, Picture Completion, Block Design, Digit Span), (Kort et al., 2005). Part tw	—

Measure

Time frame

1. The measured difference in behavioral problems before and after training; 2. The measured difference in neurocognitive functioning before and after training; 3. The measured difference in schoolachievement before and after training. Study procedure from A-Z: In the following part, we will describe the whole study procedure from start to follow- up, including the rationale for the proposed measurements. In sum, there will be a selection phase, pre- and post-assessments and a follow-up. Note that an assessment in our “clinical care as usual” includes; 1. A clinical interview with the parents and the child (an intake); 2. A structural developmental interview; 3. A comprehensive set of questionnaires; 4. A neuropsychological assessment with an average duration of 2 – 2 ½ hours; 5. An appointment for instruction of the training; 6. An appointment for evaluation. So in sum, the post-assessment and the follow-up will be extra for the research project compared to our daily care as usual. To be comprehensive, below, we will describe the whole procedure. Part one: Selection phase. Scales and Questionnaires. An extensive clinical diagnostic procedure including a structural developmental interview and a clinical interview with the parents and the child, supervised by a child and adolescent psychiatrist will be scrutinized by a clinical diagnostic procedure including: 1. In case of ADHD and/or ASS, the ADHD and/or ASS criteria according to the DSM-IV will be checked and filled out by an experienced psychologist; 2. For assessment of other comorbid psychiatric disorders, the Diagnostic Interview Schedule for Children (DISC-IV), a highly structured diagnostic instrument designed for use by non-clinicians (Berument et.al., 1999) will be included; 3. The intellectual disabilities will also be checked before participation, through five subtests of the WISC-III-NL (Information, Vocabulary, Picture Completion, Block Design, Digit Span), (Kort et al., 2005). Part tw

—

Secondary

Measure	Time frame
Side effects (headache, extreme tiredness, sleepingproblems): A side effect checklist will be filled in (based on the Pittsburgh Side effects Ratingscale).	—

Contacts

Public ContactSammy L. Roording-Ragetlie

Karakter, cluster LVG Utrechtseweg 220

s.roording@karakter.com+31 (0)26 4002100

Outcome results

None listed

Source: NL-OMON (via WHO ICTRP)