Computerised attention training for children with intellectual and developmental disabilities: a randomised...

Area of Science:

• Neuroscience
• Developmental Psychology
• Clinical Psychology

Background:

• Children with intellectual and developmental disabilities (IDD) often face significant attention difficulties.
• These attention deficits are associated with negative impacts on cognitive, academic, and social development.
• Computerized cognitive training shows promise for attention improvement, but its efficacy in children with IDD is understudied.

Purpose of the Study:

• To evaluate the effectiveness of a computerized attention training program for children with IDD.
• To determine if the training improves core attention skills and reduces inattentive/hyperactive behaviors.

Main Methods:

• A double-blind randomized controlled trial was conducted with 76 children (IQ < 75, ages 4-11).
• Participants were assigned to either an adaptive attention training or a nonadaptive control group.
• Training involved 25 sessions over 5 weeks, with assessments at baseline, post-training, and 3-month follow-up.

Main Results:

• The attention training group demonstrated significant improvements in selective attention compared to the control group (SMD = 0.24).
• These selective attention gains were sustained at the 3-month follow-up (SMD = 0.26).
• No significant improvements were observed in sustained attention, attentional control, or inattentive/hyperactive behaviors.

Conclusions:

• Computerized attention training can enhance selective attention in children with IDD.
• The observed effect sizes are small to moderate, indicating a need for program optimization.
• Further research and refinement are necessary to achieve broader and more substantial improvements in attention for this population.