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A Randomized Controlled Trial of an Integrated Brain, Body, and Social Intervention for Children With ADHD

Stephanie D Smith1,2, Lawrence A Vitulano1, Liliya Katsovich1

  • 1Yale School of Medicine, New Haven, CT, USA.

Journal of Attention Disorders
|May 15, 2016
PubMed

Insights

An Integrated Brain, Body, and Social (IBBS) intervention did not significantly improve ADHD symptoms in children. While some cognitive improvements were noted, they were not sustained, indicating limited efficacy for generalized ADHD symptom improvement.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Clinical Psychology

Background:

  • Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder affecting children.
  • Current ADHD treatments often focus on single domains, necessitating research into multi-modal interventions.
  • The Integrated Brain, Body, and Social (IBBS) intervention combines cognitive, physical, and behavioral strategies.

Purpose of the Study:

  • To evaluate the efficacy of the IBBS intervention for children diagnosed with ADHD.
  • To assess the impact of IBBS on core ADHD symptoms and global functioning.
  • To determine if multi-domain training leads to generalized improvements in ADHD symptomatology.

Main Methods:

  • Ninety-two children (aged 5-9) with ADHD were randomized into either the IBBS intervention group or a treatment-as-usual control group.
  • The IBBS intervention comprised 15 weeks of computerized cognitive remediation, physical exercises, and behavior management.
  • Outcomes were assessed using blinded clinician ratings, parent/teacher reports, and neurocognitive tests.

Main Results:

  • No significant differences were observed between the IBBS and control groups on primary outcome measures of ADHD symptoms and global functioning.
  • The IBBS group demonstrated a statistically significant improvement in verbal working memory, but this finding was not robust after correcting for multiple comparisons.
  • Secondary outcome measures, including parent and teacher ratings, did not reveal significant treatment effects.

Conclusions:

  • The IBBS intervention, despite its multi-modal approach, did not yield generalized improvements in ADHD symptomatology in this cohort.
  • Expanding cognitive training across multiple domains and modalities may not effectively translate to broader clinical benefits for ADHD.
  • Further research is needed to identify optimal intervention strategies for addressing the complex nature of ADHD in children.

Keywords:
ADHDGood Behavior Game (GBG)computerized cognitive remediation training (CCRT)physical exerciserandomized controlled trial

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