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认知训练对注意力缺陷和多动症儿童的影响:元分析

Xiaojie Zou¹, Feng Yu¹, Qiuling Huang¹

¹Department of Pediatrics, Huzhou Central Hospital, Affiliated Central Hospital Huzhou University, Huzhou, Zhejiang Province, China.

Applied neuropsychology. Child

|January 23, 2024

概括

认知训练可以改善儿童注意力缺陷和多动症障碍 (ADHD) 的注意力和执行功能. 然而,它并不能显著减少多动或冲动的症状.

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:

注意缺陷和多动性障碍 (ADHD) 是一种普遍的神经发育障碍,其特点是注意力不集中,过度活跃和冲动.
认知训练旨在改善认知功能,但其在管理ADHD症状方面的有效性需要严格评估.

研究的目的:

通过对随机对照试验的元分析,系统地评估对ADHD症状的认知训练干预措施的有效性.
为了确定特定的症状领域和ADHD儿童的子组,从认知训练中获益最多.

主要方法:

在主要数据库 (PubMed,Web of Science,Embase) 进行了全面的文献搜索,截至2022年4月.
十个随机对照试验涉及446名患有多动症的儿童被纳入了分析.
使用Cochrane协作工具评估偏差风险,并使用Stata 15分析数据.

主要成果:

与对照组相比,认知训练显著改善了ADHD儿童的注意力症状 (SMD = -0.78) 和执行功能 (SMD = -0.30).
在过度活跃/冲动性症状 (SMD = -0.65) 中没有观察到显著改善.
亚组分析显示,10岁以下的儿童和接受超过30天培训的儿童的注意力有显著改善.

结论:

认知训练在诊断为ADHD的儿童中提高注意力和执行功能方面表现出有效性.
认知训练对注意力的益处在较小的儿童和更长的干预持续时间中更为明显.
认知训练似乎不能有效地减少多动或冲动性症状在儿童患有多动症.

关键词:

注意力缺陷和多动性障碍的注意力缺陷和多动性障碍.注意力症状注意力症状认知训练是一种认知训练.执行职能执行职能是指执行职能.

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