Impaired WM is a central deficit in ADHD. A computerized training program, Cogmed, has been shown to increase WM capacity in children with ADHD. It is not known whether the training improves behavior associated with classroom learning, such as remaining on-task and inhibiting off- task behavior. The aim of this study is to utilize ecologically valid measures to investigate training's effect on observable ADHD behavior in conjunction with more standard measures. Subjects will be randomly assigned to a Cogmed versus an active "placebo" condition in which the tasks do not increase in difficulty level in a double-blinded fashion. The effects of the active Cogmed versus placebo computer training will be compared on measures in children with ADHD.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
TREATMENT
Masking
TRIPLE
Enrollment
26
Cognitive computerized training for several days per week.
Cognitive training that only minimally increases in difficulty
UCaliforniaDavis MIND Institute
Sacramento, California, United States
Restricted Academic Situations Task
Assessment of on-task type behavior while doing a simulated academic task.
Time frame: 6 weeks
Working memory measures
Assess memory and working memory functioning on computer and or RA administered tests.
Time frame: 6 weeks
Rating scales
Parent and teacher ratings of behavior and attention
Time frame: 6 weeks
Fluency and attention measures
Measures of fluency and attentional functioning.
Time frame: 6 weeks
Self-control and executive functioning measures
Attention and working memory components can affect delay discounting and self-control measures. This measure will assess for change in behavior and ratings associated with executive functioning.
Time frame: 6 weeks
This platform is for informational purposes only and does not constitute medical advice. Always consult a qualified healthcare professional.