Working Memory Training in College Students With Attention-Deficit Hyperactivity Disorder/Learning Disabilities

June 30, 2010 updated by: University of Toronto

Working Memory Training in College Students With ADHD/LD

The overall objective of the current study is to determine whether computerized Working Memory (WM) training will enhance WM capacity in college students with Attention Deficit Hyperactivity Disorder (ADHD)/Learning Disabilities (LD). There are also three additional objectives. The first is to determine whether improvements in WM will generalize to secondary outcome tasks, such as inhibitory control and planning. The second objective is to examine whether WM training will also ameliorate ADHD symptoms of inattention and hyperactivity. The last objective is to investigate whether improvements will be maintained at a two month follow-up period.

It is expected that the computerized WM training program will enhance WM capacity in college students with ADHD. In addition, it is believed that these increases in WM capacity will also lead to improvements in other executive functions. It is also hypothesized that WM training will lead to a reduction in ADHD symptomology. Lastly, these improvements should be maintained at three month follow-up.

Study Overview

Status

Unknown

Conditions

Attention Deficit Disorder

Intervention / Treatment

Behavioral: Cogmed

Study Type

Interventional

Enrollment (Anticipated)

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

Canada
- Ontario
  - Toronto, Ontario, Canada
    - Recruiting
    - University of Toronto
    - Contact:
      
      Rachel Gropper, MA

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

18 years to 35 years (ADULT)

Accepts Healthy Volunteers

Genders Eligible for Study

All

Description

Inclusion Criteria:

Diagnosis of ADHD/Learning Disability
registered as a university student (full or part time)
registered at accessibilities services
taking at least one course

Exclusion Criteria:

On a leave

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: NA
Interventional Model: SINGLE_GROUP
Masking: NONE

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Time Frame
Paced Auditory Serial Addition Test (auditory verbal working memory measure) Time Frame: within 120 days	within 120 days

Secondary Outcome Measures

Outcome Measure	Time Frame
Cognitive Failures Questionnaire Time Frame: within 120 days	within 120 days

Collaborators and Investigators

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

Sponsor

University of Toronto

Investigators

Principal Investigator: Rachel Gropper, MA, University of Toronto

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

September 1, 2009

Primary Completion (ANTICIPATED)

September 1, 2010

Study Completion (ANTICIPATED)