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Digital cognitive training in children with attention-deficit/hyperactivity disorder: a study protocol of a
Sally Richmond1, Hannah Kirk1, Tori Gaunson1
1Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Clayton, Victoria, Australia.
Insights
This study investigates an attention training program for children with ADHD, showing promising results for improving attention and daily functioning immediately after training and at follow-up.
Area of Science:
- Neurodevelopmental disorders
- Pediatric psychology
- Cognitive neuroscience
Background:
- Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder impacting children's daily functioning.
- Children with ADHD often experience emotional, behavioral, and academic challenges.
- Cognitive training, particularly attention-focused interventions, shows potential for aiding children with ADHD.
Purpose of the Study:
- To evaluate the immediate and long-term effectiveness of a digital, game-based attention training program for children diagnosed with ADHD.
- To assess the impact of the intervention on primary outcomes like attention and inhibitory control, and secondary outcomes including executive functions and daily functioning.
Main Methods:
- A randomized controlled trial involving 104 children (aged 5-8 years 11 months) with ADHD.
- Participants were assigned to either an adaptive attention training program or a numeracy control program, delivered via touchscreen tablets.
- Assessments were conducted pre-intervention, immediately post-intervention, and at a 3-month follow-up, with data analyzed using multivariate linear regression.
Main Results:
- The study is designed to assess immediate and long-term efficacy, with results pending.
- Statistical analysis will determine the impact of the attention training on primary and secondary outcomes.
- The trial is registered (ACTRN12620000964910) and ethically approved.
Conclusions:
- The findings will inform the use of digital cognitive training as a viable intervention for children with ADHD.
- This research contributes to understanding effective strategies for managing ADHD symptoms and improving functional outcomes.
- Dissemination of results will occur through various academic and public channels.
Introduction:
Attention-deficit/hyperactivity disorder (ADHD) is one of the most prevalent neurodevelopmental disorders and is a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with daily functioning. Children with ADHD are developmentally vulnerable, with the disorder linked to emotional regulation difficulties, behavioural disturbances, as well as academic challenges. Emerging evidence suggests that children with ADHD may benefit from cognitive training interventions, including those focused on attention. This study aims to assess the immediate and long-term efficacy of an attention training intervention in children with ADHD.
Methods And Analysis:
This study is a preregistered, parallel, double blind, randomised controlled trial. Participants will comprise 104 children with a diagnosis of ADHD aged 5-8 years 11 months. Participants will be randomly allocated to either an adaptive, digital game-based (1) attention training programme (intervention) or (2) a numeracy programme (control). Both programmes will be delivered on a touchscreen tablet, and children will complete five 20 min sessions per week for a 5-week period at home (25 sessions in total). Assessments of the primary outcome (ie, attention and inhibitory control) and secondary outcomes (ie, selective attention, interference control, sustained attention, inhibition, behavioural attention, impairment in everyday functioning, working memory and executive functioning) will occur at preintervention, immediately postintervention and at 3-month follow-up. Multivariate linear regression will be employed to examine primary and secondary outcomes. The data analyst will be blinded to group membership.
Ethics And Dissemination:
Ethics approval has been obtained from the Monash University HREC (20495). Results will be disseminated through peer-reviewed journals, conference presentations, media outlets, the internet and various community/stakeholder activities.
Trial Registration Number:
ACTRN12620000964910, UTN U1111-1250-2620.
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