Effects of Cognitive Training on Academic Task Performance in Attention Deficit Hyperactivity Disorder (ADHD) (Cog-RAST)

May 26, 2017 updated by: University of California, Davis

Pilot Testing of Cognitive Training on Academic Task Performance in Children With Attention-deficit/Hyperactivity Disorder

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 Overview

Status

Completed

Conditions

Intervention / Treatment

Study Type

Interventional

Enrollment (Actual)

26

Phase

  • Not Applicable

Contacts and Locations

This section provides the contact details for those conducting the study, and information on where this study is being conducted.

Study Locations

  • United States
    • California
      • Sacramento, California, United States, 95825
        • UCaliforniaDavis MIND Institute

Participation Criteria

Researchers look for people who fit a certain description, called eligibility criteria. Some examples of these criteria are a person's general health condition or prior treatments.

Eligibility Criteria

Ages Eligible for Study

7 years to 14 years (CHILD)

Accepts Healthy Volunteers

No

Genders Eligible for Study

All

Description

Inclusion Criteria:

  1. Age range 7-14
  2. At least average academic and intellectual functioning via parent report.
  3. Must have ADHD (by parent report of previous diagnosis or per telephone screening checklist - to be confirmed via interview and ratings)
  4. Attentional, hyperactive or impulsive symptoms that interfere with functioning.

Exclusion Criteria:

  1. Diagnosis of severe mental illness for example, psychotic, bipolar or major depressive disorder, (by history)
  2. Mental retardation (by history)
  3. English is not the primary language
  4. Family does not have a computer

Study Plan

This section provides details of the study plan, including how the study is designed and what the study is measuring.

How is the study designed?

Design Details

  • Primary Purpose: TREATMENT
  • Allocation: RANDOMIZED
  • Interventional Model: PARALLEL
  • Masking: TRIPLE

Arms and Interventions

Participant Group / Arm
Intervention / Treatment
EXPERIMENTAL: Cogmed cognitive training
Computerized working memory, attention and cognitive tasks
Behavioral: Cognitive training
Cognitive computerized training for several days per week.
Other Names:
  • Cogmed
ACTIVE_COMPARATOR: Active placebo
Cognitive training, however the training does not increase in difficulty, or does so to a minimal degree.
Behavioral: Cognitive training-placebo
Cognitive training that only minimally increases in difficulty
Other Names:
  • Cogmed placebo

What is the study measuring?

Primary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Restricted Academic Situations Task
Time Frame: 6 weeks
Assessment of on-task type behavior while doing a simulated academic task.
6 weeks
Working memory measures
Time Frame: 6 weeks
Assess memory and working memory functioning on computer and or RA administered tests.
6 weeks
Rating scales
Time Frame: 6 weeks
Parent and teacher ratings of behavior and attention
6 weeks

Secondary Outcome Measures

Outcome Measure
Measure Description
Time Frame
Fluency and attention measures
Time Frame: 6 weeks
Measures of fluency and attentional functioning.
6 weeks
Self-control and executive functioning measures
Time Frame: 6 weeks
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.
6 weeks

Collaborators and Investigators

This is where you will find people and organizations involved with this study.

Sponsor

University of California, Davis

Study record dates

These dates track the progress of study record and summary results submissions to ClinicalTrials.gov. Study records and reported results are reviewed by the National Library of Medicine (NLM) to make sure they meet specific quality control standards before being posted on the public website.

Study Major Dates

Study Start

January 1, 2008

Primary Completion (ACTUAL)

January 1, 2013

Study Completion (ACTUAL)

January 1, 2013

Study Registration Dates

First Submitted

April 30, 2010

First Submitted That Met QC Criteria

May 13, 2010

First Posted (ESTIMATE)

May 17, 2010

Study Record Updates

Last Update Posted (ACTUAL)

May 31, 2017

Last Update Submitted That Met QC Criteria

May 26, 2017

Last Verified

May 1, 2017

More Information

Terms related to this study

Keywords

Additional Relevant MeSH Terms

Other Study ID Numbers

  • 200816598

This information was retrieved directly from the website clinicaltrials.gov without any changes. If you have any requests to change, remove or update your study details, please contact register@clinicaltrials.gov. As soon as a change is implemented on clinicaltrials.gov, this will be updated automatically on our website as well.

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