患有多动症儿童的认知训练:随机对照试验中的综合认知评分结果
Aida Bikic1,2, Søren Dalsgaard3,4,5, Brian Pittman6
1Department of Regional Health Research, University of Southern Denmark, Odense C, Denmark.
Nordic journal of psychiatry
|October 31, 2023
概括
认知训练显著改善了注意力缺陷/多动障碍 (ADHD) 儿童的认知能力. 更多的训练与更大的认知收益相关,表明剂量是ADHD治疗有效性的关键.
科学领域:
- 神经科学是一个神经科学.
- 发展心理学 发展心理学
- 临床心理学 临床心理学
背景情况:
- 注意缺陷/多动障碍 (ADHD) 是一种流行的神经发育障碍.
- 认知训练干预表明ADHD的潜力,但结果不一.
- 了解剂量反应关系对于优化ADHD认知训练至关重要.
研究的目的:
- 评估认知训练对儿童多动症综合认知评分的影响.
- 为了检查训练课程和认知改善之间的剂量反应关系.
- 探索ADHD症状与认知功能之间的关联.
主要方法:
- 随机对照试验数据的后期分析.
- 包括患有多动症的6-13岁儿童,他们完成了至少16次认知训练课程.
- 用一种新的复合认知得分作为主要结果衡量标准.
主要成果:
- 与对照组相比,干预组观察到认知能力的显著改善.
- 完成的训练次数与认知能力的提高程度有积极的相关性.
- 在对照组中没有发现任何显著的认知变化.
结论:
- 认知训练可以有效地提高ADHD儿童的认知功能.
- 接受的认知训练量是治疗疗效的一个重要因素.
- 训练剂量和频率的变化可能解释了先前ADHD研究中不一致的发现.
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