Clinical trial NCT06657469: Computerized Attention Functions Training Vs. Executive Functions Training for Children with ADHD
Official title: Effects of Computerized Progressive Attention Training Vs. Executive Functions Training in Children with ADHD
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Attention Deficit Hyperactivity Disorder
Keywords: ADHD
Attention Functions Training (AFT)
Executive Functions Training (EFT)
Neurocognitive Training
Cognitive Functions
ADHD Behavioral Symptoms
Lead sponsor: Tel Aviv University
Sponsor class: OTHER
First posted: 2024-10-24
Enrollment: 80
Sex: ALL
Minimum age (years): 8
Maximum age (years): 12
Standard ages: CHILD
Accepts healthy volunteers: no
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: In this study, participants were randomly assigned to one of three parallel groups: Attention Functions Training (AFT), Executive Functions Training (EFT), or a passive control group. Each group received a different intervention or no intervention, with the results being compared across groups to evaluate the relative effectiveness of each training program on attention, executive functions, academic performance, and behavior in children with ADHD.
Primary purpose: TREATMENT

Brief summary: The goal of this clinical trial was to compare the effectiveness of two computerized neurocognitive training programs for children with Attention Deficit/Hyperactivity Disorder (ADHD) and to examine their impact on attention functions, executive functions, academic performance, and behavior. The main questions this study sought to answer were:

How does Attention Functions Training (AFT) compare to Executive Functions Training (EFT) in improving cognitive abilities related to attention and executive functions in children with ADHD? What are the effects of these programs on academic performance and behavior? Researchers compared the outcomes of the AFT group, the EFT group, and a passive control group, in order to determine which program was more effective across these domains.

Participants completed computerized training sessions focused on attention or executive functions twice a week for nine weeks. They also underwent cognitive, academic, and behavioral assessments at baseline, after the training, and at follow-up.

Detailed description: This randomized controlled trial aimed to investigate and compare the effects of two distinct computerized neurocognitive training programs on children diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD). The two interventions, Attention Functions Training (AFT) and Executive Functions Training (EFT), were designed to target different cognitive domains. The AFT program focused on improving sustained, selective-spatial, orienting, and executive attention, while the EFT program aimed at enhancing working memory, cognitive flexibility, and problem-solving abilities.

A total of 80 children with ADHD, aged 8-13 years, were randomly assigned to one of three groups: AFT, EFT, or a passive control group. Each training program included twice-weekly sessions over nine weeks. Participants underwent comprehensive assessments at three time points: baseline (pre-intervention), immediately after the intervention, and at a three-month follow-up. The assessments covered cognitive functions, academic skills, and behavioral symptoms as reported by parents.

The study employed repeated measures ANOVA to analyze the effects of the interventions. Primary outcome measures included improvements in attention and executive functions, with secondary measures focused on academic performance and parent-rated behavioral symptoms. Both short-term and long-term effects were assessed to evaluate the persistence of any observed improvements.

Eligibility criteria: Inclusion Criteria:

* ADHD

Exclusion Criteria:

* Coexisting diagnosis of other mental illness or neurological disorder (with the exception of ADHD and Learning Disabilities); previous serious head injury; uncorrected vision; additional developmental, sensory or motor issues; and if they are participating in other non-pharmacological treatment interventions specifically for ADHD (e.g., neurofeedback, cognitive-behavioral therapy, etc.).

Primary outcomes:
measure: sustained attention
timeFrame: Baseline, post-intervention, follow-up (approximately 3 months after intervention)
measure: sustained attention
timeFrame: Baseline, post-intervention, follow-up (approximately 3 months after intervention)
measure: selective-spatial attention
timeFrame: Baseline, post-intervention, follow-up (approximately 3 months after intervention)
measure: executive attention - conflict resolution
timeFrame: Baseline, post-intervention, follow-up (approximately 3 months after intervention)
measure: problem solving
timeFrame: Baseline, post-intervention, follow-up (approximately 3 months after intervention)
measure: auditory working memory capacity
timeFrame: Baseline, post-intervention, follow-up (approximately 3 months after intervention)
measure: manipulation verbal information
timeFrame: Baseline, post-intervention, follow-up (approximately 3 months after intervention)
measure: visuospatial working memory capacity
timeFrame: Baseline, post-intervention, follow-up (approximately 3 months after intervention)
measure: Fluid Intelligence
timeFrame: Baseline, post-intervention, follow-up (approximately 3 months after intervention)
measure: Arithmetic
timeFrame: Baseline, post-intervention, follow-up (approximately 3 months after intervention)
measure: Text Reading
timeFrame: Baseline, post-intervention, follow-up (approximately 3 months after intervention)
measure: Writing from Dictation
timeFrame: Baseline, post-intervention, follow-up (approximately 3 months after intervention)
measure: Behavioral, Emotional and Social Performance
timeFrame: Baseline, post-intervention, follow-up (approximately 3 months after intervention)
Secondary outcomes:
Other outcomes:
Locations:
city: Tel-Aviv
country: Israel
facility: Tel Aviv University
Study officials:
affiliation: Tel Aviv University
name: Lilach Shalev, Prof.
role: PRINCIPAL_INVESTIGATOR
References: