Effects of Attention Training on Children

Study Overview
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Brief Summary
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Using a double-blind, randomized controlled design to investigate the therapeutic effects of interactive attention training for children with Attention Deficit Hyperactivity Disorder who are receiving conventional rehabilitation programs due to developmental delay.

Detailed Description
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A total of 30 children with Attention Deficit Hyperactivity Disorder conducting conventional rehabilitation programs well be enrolled. The children are randomized into two groups, including study group with conventional rehabilitation programs and interactive attention training: 2 times per week, 15 min per session, with a total of 24 sessions in 3 months; and control group with conventional rehabilitation programs without interactive attention training. Therapeutic effects, including working memory, attention, functional performance, physical function, health-related quality of life will be evaluated at baseline, and 3 months and 6 months after the intervention. The evaluator and children will be blinded to the group's allocation during the whole course of the intervention.

Official Title
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Therapeutic Effects of Interactive Attention Training on Children With Attention Deficit Hyperactivity Disorder

Conditions
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Attention Deficit Hyperactivity Disorder

Intervention / Treatment
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* Other: using interactive attention training system


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: children with a diagnosis of Attention Deficit Hyperactivity Disorder with developmental delay, under regular conventional rehabilitation programs, Intelligence quotient 70 or greater Exclusion Criteria: age less than 4 or greater than 8 of children diagnosed with Attention Deficit Hyperactivity Disorder with developmental delay, under regular conventional rehabilitation programs, Intelligence quotient less than 70

Ages Eligible for Study
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Minimum Age: 4 Years
Maximum Age: 8 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Treatment
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Quadruple


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Active Comparator: Study group<br>3 months of interactive attention training programs, 2 times per week, 15 min per session, a total of 24 sessions, with conventional rehabilitation programs | Other: using interactive attention training system<br>* using the interactive attention training system to children with Attention Deficit Hyperactivity Disorder<br>|
| No Intervention: Control group<br>3 months of conventional rehabilitation programs without interactive attention training programs | |

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| changes of symptoms of attention deficit hyperactivity disorder | score assessed by Swanson, Nolan and Pelham questionnaire | score change from baseline to 3 months of treatment, and 3 months after treatment, lower scores mean a better outcome | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| changes of sensory integration | score assessed by Sensory Profile | score change from baseline to 3 months of treatment, and 3 months after treatment, lower scores mean a worse outcome | 
| changes of visual motor integration | score assessed by Beery-Buktenica Visual Motor Integration Test | score change from baseline to 3 months of treatment, and 3 months after treatment, lower scores mean a worse outcome | 
| changes of intelligence | score assessed by Wechsler Intelligence Scale for Children | score change from baseline to 3 months of treatment, and 3 months after treatment, lower scores mean a worse outcome | 
| changes of functional performance | score assessed by Pediatric Outcome Data Collection Instrument | score change from baseline to 3 months of treatment, and 3 months after treatment, lower scores mean a worse outcome | 
| changes of health-related quality of life | score assessed by Pediatric Quality of Life Inventory | score change from baseline to 3 months of treatment, and 3 months after treatment, lower scores mean a worse outcome | 
| changes of family impact | Child Health Questionnaire, parent form 28 | score change from baseline to 3 months of treatment, and 3 months after treatment, lower scores mean a worse outcome | 
| changes of walking speed | walking speed | time change from baseline to 3 months of treatment, and 3 months after treatment | 
| changes of chair climbing speed | stairs climbing speed | time change from baseline to 3 months of treatment, and 3 months after treatment | 
| changes of balance | one leg standing time | time change from baseline to 3 months of treatment, and 3 months after treatment | 
| changes of coordination | Berg Balance Scale | score change from baseline to 3 months of treatment, and 3 months after treatment, lower scores mean a worse outcome | 
| changes of balance and coordination | timed up and go test | time change from baseline to 3 months of treatment, and 3 months after treatment | 
| changes of physical performance | 5 time sit to stand test | time change from baseline to 3 months of treatment, and 3 months after treatment | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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attention training, children, therapeutic effects, developmental delay