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Training children with ADHD to minimize impulsivity in auditory contralateral masking
Lincoln Gray1, Brooke S Miller, Steven W Evans
1Department of Communication Sciences and Disorders, James Madison University, Harrisonburg, VA 22801, USA. graylc@jmu.edu
International Journal of Pediatric Otorhinolaryngology
|February 3, 2012
Summary
Intensive auditory training reduced impulsivity in children with attention deficit hyperactivity disorder (ADHD). False alarm rates decreased significantly, demonstrating improved impulse control in the ADHD group.
Area of Science:
- Neuroscience
- Cognitive Psychology
Background:
- Attention deficit hyperactivity disorder (ADHD) is characterized by impulsivity and distractibility.
- Impulsivity can be operationally measured using false-alarm rates in auditory tasks.
Purpose of the Study:
- To investigate the effectiveness of intensive auditory training in reducing impulsivity in children with ADHD.
- To assess changes in false-alarm rates as a measure of impulsivity.
Main Methods:
- A contralateral-masking task was used to measure false-alarm rates.
- Seven school-aged children with ADHD and four adults without ADHD underwent training for 900 trials daily over four days.
- Participants received immediate feedback on their performance.
Main Results:
- Children with ADHD showed a significant decrease in false-alarm rates over the four days of training.
- No generalization of the training effect was observed in a different masking task.
- Adult participants initially showed no difference from the ADHD group after training began.
Conclusions:
- Auditory training can effectively reduce impulsivity in children with ADHD.
- The findings suggest that targeted auditory interventions may be beneficial for managing ADHD symptoms.
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Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
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To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
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