Clinical trial NCT02516917: The Feasibility of a Brief Attention Training Technique in Improving Behaviour and Attention in Children With ADHD
Official title: The Feasibility of a Brief Attention Training Technique for Improving Behaviour and Attention in Children With ADHD
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Attention Deficit Hyperactivity Disorder
Lead sponsor: University of Manchester
Sponsor class: OTHER
First posted: 2015-08-06
Enrollment: 13
Sex: ALL
Minimum age (years): 7
Maximum age (years): 11
Standard ages: CHILD
Accepts healthy volunteers: no
Allocation: NA
Intervention model: SINGLE_GROUP
Primary purpose: TREATMENT

Brief summary: This study aims to investigate the application of the Attention Training Technique in children with ADHD aged 7-11 years old. The research aims to investigate both the feasibility of this technique in this population as well as whether it can improve symptoms, behaviour and executive functioning.

Detailed description: Attention deficit hyperactivity disorder (ADHD) is a neurobehavioural disorder characterised by core symptoms of hyperactivity, impulsivity and inattention. Its prevalence ranges between 3-9% of school-aged children, making it one of the most common presentations in child and adolescent mental health services.

In the last 10 years, research into the effectiveness of attention training as an intervention for children with ADHD has been increasing. This has tended to follow assumptions that children with the disorder either lack skills in focusing and maintaining their attention and/or have neurological deficits in areas responsible for attention functions. Results have been encouraging, with study participants demonstrating improvements in symptoms and behaviour following a course of attention training. However, the method and length of training has varied across studies.

This study aims to investigate a treatment called the Attention Training Technique (ATT) that approaches attention difficulties in this disorder from a different perspective. Instead of viewing inattention as a result of structural or skills deficits, it posits that children with ADHD have these skills, but are perhaps unaware of the flexibility and control they have over them. This treatment aims to increase this awareness and subsequently improve ratings of attention, behaviour and other areas of executive functioning.

Eligibility criteria: Inclusion Criteria:

* Children with a formal diagnosis of ADHD as given by a psychiatrist or community paediatrician
* Children between the ages of 7 and 11. This age group was selected as previous research on attention training in this population has used this age group
* Children who are currently on a waiting list at a Child and Adolescent Mental Health Service (CAMHS) or a child psychology service, or being seen by a CAMHS or psychology service for medication review only
* Children who speak fluent English which will ensure they are able to comprehend the tasks instructions adequately.

Exclusion Criteria:

* Children who are not stabilised on stimulant medication and/or willing to maintain their medication type/dose
* Children with a major neurological illness or acquired central nervous system injury
* Children who at the point of referral have a co-existing diagnosis of an Autistic Spectrum Disorder
* Children who are currently in receipt of another non-pharmacological intervention for ADHD or who are currently taking part in another research trial

Primary outcomes:
measure: Inattention on the Swanson, Nolan and Pelham questionnaire (Snap-IV)
timeFrame: Change from baseline in attention post treatment and at follow up 6 weeks later
Secondary outcomes:
measure: Hyperactivity on the Swanson, Nolan and Pelham questionnaire (Snap-IV)
timeFrame: Change from baseline in hyperactivity post treatment and at follow up 6 weeks later
measure: Impulsivity on the Swanson, Nolan and Pelham questionnaire (Snap-IV)
timeFrame: Change from baseline in impulsivity post treatment and at follow up 6 weeks later
measure: Attentional control on the Attentional Control Scale for Children (ASC-C)
timeFrame: Change from baseline in attentional control post treatment and at follow up 6 weeks later
measure: Behaviour on the Strengths and Difficulties Questionnaire (SDQ)
timeFrame: Change from baseline in behaviour post treatment and at follow up 6 weeks later
measure: Executive functioning on The Behavioural Rating Inventory of Executive Functioning (BRIEF)
timeFrame: Change from baseline in executive functioning post treatment and at follow up 6 weeks later
measure: Working memory on the Weschler Intelligence Scale for Children (WISC-IV) - Digit Span
timeFrame: Change from baseline in working memory post treatment and at follow up 6 weeks later
measure: Working memory on the Weschler Intelligence Scale for Children (WISC-IV) - Letter Number Sequencing
timeFrame: Change from baseline in working memory post treatment and at follow up 6 weeks later
measure: Treatment Acceptability Questionnaire
timeFrame: Rated once at the final session of treatment, 4 weeks after the 2nd baseline is taken
Other outcomes:
Locations:
city: Manchester
country: United Kingdom
facility: University of Manchester
Study officials:
affiliation: University of Manchester
name: Adrian Wells
role: PRINCIPAL_INVESTIGATOR
References: