Train the brain: changing learning processes in children with ADHD

The purpose of the study is to investigate whether we can improve basic (associative) learning processes in ADHD by training the working memory through a game-based working memory training. Previous research has shown that children in the active condition improved in working memory whilst those in the non-active did not (Dovis et al., 2015), however effects of training this working memory on basic learning processes is to date unclear. Children with ADHD (N=60) will be randomized to either an active game based working memory training or a non-active working memory training. Pre, post and 3 months follow-up tests will be conducted. Primary outcomes are associative learning & working/short term memory, secondary outcomes are academic performance, and parent/teacher rated ADHD symptoms.

The purpose of the study is to investigate whether we can ameliorate (associative) learning processes in children with ADHD by training working memory. We predict that children in the active working memory training condition will show improved short term memory, working memory & learning processes, whilst children in the non-active working memory training condition will show no improvements in these parameters.

pretest

posttest

3 months follow-up

Braingame Brian is a game based working memory training consisting of 25 sessions with a duration approximately around 45 minutes. It consist of an interactive game world in which children with ADHD solve problems through completing tasks training working memory, inhibition and cognitive flexibility, which can be adaptive (active) or non-adaptive (non-active/placebo).

In the current study, at random half of the children with ADHD will receive a non-adaptive (placebo condition) trraining of working memory, cognitive flexibility and inhibition. The other half of the Children will receive an adaptive (active) working memory training and a non-adaptive cognitive flexibility and inhibition training.