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ID
Source
Brief title
Health condition
ADHD, Executive functioning, EF, Training, treatment, game
Sponsors and support
Intervention
Outcome measures
Primary outcome
The effect of the interventions will be measured in five different domains:
1. EF performance and behavior;
2. ADHD characteristics;
3. Complex reasoning;
4. General problem behavior;
5. Motivation.
Measured immediately after training.
Secondary outcome
The effect of the interventions will be measured in five different domains:
1. EF performance and behavior;
2. ADHD characteristics;
3. Complex reasoning;
4. General problem behavior;
5. Motivation.
Measured at 3 months follow-up.
Background summary
In this study we examine the effects of a EF training on the EF performance and ADHD behavior of children with ADHD.
The study is performed in a Dutch sample. It has been approved by the ethical commission of the department of psychology of the University of Amsterdam.
Study objective
An adaptive EF training will improve EF performance and behavior, complex reasoning, ADHD characteristics, general problem behavior and motivation compared to a non-adaptive training condition.
Study design
3 timepoints of measurement:
T1: Pre training testing (2-3 weeks before training);
T2: Post training testing (1 week after training);
T3: Follow-up testing (3 months after training).
Testing at T1-3 will cover five different domains:
1. EF performance and behavior: Visuospatial and verbal WM (CBTT and digit span backwards), response inhibition (Stop-Task and STROOP), set-shifting (TRAIL MAKING TASK), visuospatial and verbal short term memory (CBTT and digit span forward), and an EF behavior questionnaire (the BRIEF);
2. Complex reasoning (RAVEN);
3. ADHD characteristics (DBDRS);
4. General problem behavior (HSQ);
5. Motivation (BIS/BAS).
Intervention
3 training groups:
1. A adaptive EF training (3 types of EF are trained with an adaptive difficulty level);
2. A partial adaptive EF training (3 types of EF training tasks are presented; only 2 types of EF are trained adaptively; one EF is trained non-adaptively and on a low difficulty level);
3. A non-adaptive training (3 types of EF are trained non-adaptively and on a low difficulty level).
In every condition children train 25 sessions for 40 minutes, 4 to 5 days a week.
Department of Developmental Psychology
Roetersstraat 15
S. Dovis
Room A 7.24
Amsterdam 1018 WB
The Netherlands
+31 (0)20 5256298
S.Dovis@uva.nl
Department of Developmental Psychology
Roetersstraat 15
S. Dovis
Room A 7.24
Amsterdam 1018 WB
The Netherlands
+31 (0)20 5256298
S.Dovis@uva.nl
Inclusion criteria
Children aged 8 to 12 years with a diagnosis of ADHD combined-type participate. Children are recruited from outpatient mental-healthcare centers. Children that meet the following criteria are included:
1. A prior DSM-IV-TR (American Psychiatric Association, 2000) diagnosis of ADHD combined-type by a child psychologist or psychiatrist;
2. A score within the clinical problem range (95th to 100th percentile) on the ADHD scales of both the parent and teacher version of the Disruptive Behavior Disorder Rating Scale (DBDRS; Pelham, Gnagy, Greenslade, & Milich, 1992; Dutch translation Oosterlaan, Scheres, Antrop, Roeyers, & Sergeant, 2000);
3. Meeting criteria for ADHD combined-type on the ADHD section of the Diagnostic Interview Schedule for Children for DSM-IV, parent version (PDISC-IV; Shaffer, Fisher, Lucas, Dulcan, & Schwab-Stone, 2000). The PDISC-IV is a structured diagnostic interview based on the DSM-IV, with adequate psychometric properties;
4. Absence of Conduct Disorder (CD) based on the CD sections of the PDISC-IV;
5. Absence of a prior DSM-IV-TR diagnosis of any autism spectrum disorder (ASD) according to a child psychologist or psychiatrist;
6. An IQ score ≥80 as measured by the short version of the Dutch Wechsler Intelligence Scale for Children (WISC-III; Kort et al., 2002). Two WISC-III subtests, Vocabulary and Block Design are administered to estimate Full Scale IQ (FSIQ). This composite score has satisfactory reliability (r =0.91) and correlates highly with FSIQ (r = 0.86; Sattler, 2001);
7. Absence of any neurological disorder, non-verbal learning disorder (Nigg, 2006), or sensory (color blindness and vision) or motor impairment as stated by the parents;
8. Not taking any medication other than methylphenidate (children have to be able to discontinue medication at least 24 hours before each test session, allowing a complete wash-out; Greenhill, 1998).
Exclusion criteria
If children do not meet the inclusion criteria they are excluded from the study.
Design
Recruitment
Followed up by the following (possibly more current) registration
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Other (possibly less up-to-date) registrations in this register
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In other registers
| Register | ID |
|---|---|
| NTR-new | NL2600 |
| NTR-old | NTR2728 |
| Other | METC UvA : 2011-OP-1526 |
| ISRCTN | ISRCTN wordt niet meer aangevraagd. |