Intervention program to improve attention and working memory for schoolaged children with behavioral- and learning problems

Intervention program to improve attention and working memory for schoolaged children with behavioral- and learning problems - Improved attention in class

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

NL-OMON

Registry ID

NL-OMON35778

Enrollment

225

Registered

2012-02-03

Start date

2012-02-07

Completion date

Unknown

Last updated

2024-05-06

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

Conditions

working memory deficits

Interventions

Both interventions are an individual treatment, the duration is the same and both interventions are being administered at school. Children that follow the Cogmed working memory training, receive a

Gathercole & Alloway, 2008)are being offered to the child, in which a assignment book helps.

Eligibility

Age

2 Years to 11 Years

Inclusion criteria

Inclusion criteria: - clinically referred children with AD(H)D - age between 8 and 12 years old - working memory deficit

Exclusion criteria

Exclusion criteria: - Diagnose autism spectrum disorder, depression, conduct disorder and anxiety disorder - Total Intelligence quotient

Design outcomes

Primary

Measure	Time frame
The primary outcomes of both studies are the improvements on academic achievement and neurocognitive functions. In study I the baseline score is compared with the score direct after the training and 6 months after the training. Within the Cogmed computer training it is possible to use measures from diverse tasks (raw and standardized data), next to data at the start/ending of the training and the so called improved-index. In study II is an extra measure after 12 months, only if the child respond sufficiently to the intervention developed by the Bascule. If the child doesn*t respond sufficiently to the intervention developed by the Bascule, it will get an extra measure after the Cogmed intervention.	—

Measure

Time frame

The primary outcomes of both studies are the improvements on academic achievement and neurocognitive functions. In study I the baseline score is compared with the score direct after the training and 6 months after the training. Within the Cogmed computer training it is possible to use measures from diverse tasks (raw and standardized data), next to data at the start/ending of the training and the so called improved-index. In study II is an extra measure after 12 months, only if the child respond sufficiently to the intervention developed by the Bascule. If the child doesn*t respond sufficiently to the intervention developed by the Bascule, it will get an extra measure after the Cogmed intervention.

—

Secondary

Measure	Time frame
The secondary outcomes of this study is the improvement on teacher/student relationship, behavior problems en quality of life. In study I the baseline score is being compared with the score directly after training and 6 months after training. In study II is an extra measure after 12 months, only if the child respond sufficiently to the intervention developed by the Bascule. If the child doesn*t respond sufficiently to the intervention developed by the Bascule, it will get an extra measure after the Cogmed intervention.	—

Measure

Time frame

The secondary outcomes of this study is the improvement on teacher/student relationship, behavior problems en quality of life. In study I the baseline score is being compared with the score directly after training and 6 months after training. In study II is an extra measure after 12 months, only if the child respond sufficiently to the intervention developed by the Bascule. If the child doesn*t respond sufficiently to the intervention developed by the Bascule, it will get an extra measure after the Cogmed intervention.

—

Countries

Netherlands

Outcome results

None listed

Source: NL-OMON (via WHO ICTRP)