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Effects Of A Computerized Working Memory Training Program On Attention, Working Memory, And Academics, In Adolescents With Severe ADHD/LD

2015年5月25日 更新者：Rosemary Tannock、The Hospital for Sick Children
Our primary aim is to determine whether a computerized working memory (WM) training program will help students with severe learning and attention problems, in terms of improving their WM. Additional aims are to determine whether the WM training will also result in improvements in the students' concentration and school work, and how long any beneficial effects will last (i.e., whether the students will continue to show improvements once the training program has stopped).

研究概览

地位

完全的

条件

干预/治疗

详细说明

We have established a collaborative partnership between OISE, HSC, OPDS, and JVS to evaluate the effectiveness of a WM training program when conducted in a school setting. To determine whether the WM training program does improve WM, attention, behaviour, and/or academic achievement, we will compare its effects to those expected to result from two other intervention programs that focus on academic skills only: 1) a computerized software program known to improve math skills (Academy of Math®); and 2) extra, individualized tutoring in an area of academic weakness supervised by a trained and experienced staff person. We will assess WM, related cognitive abilities, ADHD symptoms, academic achievement, before and after intervention, and also at 3- and 6-month follow-up to determine whether any improvements are sustained and increased after the training has finished.

研究类型

介入性

注册 (实际的)

120

阶段

  • 不适用

联系人和位置

本节提供了进行研究的人员的详细联系信息，以及有关进行该研究的地点的信息。

学习地点

  • 加拿大
    • Ontario
      • Milton、Ontario、加拿大
        • Ontario Provincial and Demonstration Schools
      • Toronto、Ontario、加拿大、M5G 1X8
        • The Hospital for Sick Children

参与标准

研究人员寻找符合特定描述的人，称为资格标准。这些标准的一些例子是一个人的一般健康状况或先前的治疗。

资格标准

适合学习的年龄

12年 至 17年 (孩子)

接受健康志愿者

不

有资格学习的性别

全部

描述

Inclusion Criteria:

  • fulltime enrollment at one of the three English-language speaking OPDS schools
  • confirmed diagnosis of a specific LD with or without comorbid ADHD
  • IQ > 80 (based on WISC-IV)
  • English as the primary spoken language

Exclusion Criteria:

  • uncorrected sensory impairments (vision, hearing)
  • severe comorbid mental health disorders requiring medications other than those used for ADHD or intensive treatment
  • severe impairments in oral communication, impeding intelligibility of spoken responses

学习计划

本节提供研究计划的详细信息，包括研究的设计方式和研究的衡量标准。

研究是如何设计的？

设计细节

  • 主要用途：治疗
  • 分配：随机化
  • 介入模型：并行分配
  • 屏蔽：无（打开标签）

武器和干预

参与者组/臂
干预/治疗
实验性的：Cogmed Working Memory Training Program
其他：Cogmed Working Memory Training Program.

This program includes a set of visual-spatial and auditory-verbal WM tasks presented via the computer (see Appendix 1 for a description of these tasks). All tasks involve: a) maintenance of simultaneous mental representations of multiple stimuli; b) unique sequencing of stimulus order in each trial; and c) progressive adaptation of difficulty level as a function of individual performance.

Training will require about 30 minutes per day, 5 days per week, for 5-6 weeks: participants are required to complete 90 WM trials on each training day. Training plans are individualized and are modified according to performance, but the typical plan includes 13 tasks, with 15 trials of 8 tasks each day.
有源比较器：Academy of Math® program
其他：Academy of Math

This is an established evidence-based program designed to help at-risk learners (Grades K-12) develop mathematical proficiency by incorporating a mastery-learning approach to foster conceptual understanding, computational fluency, and strategic competency across 10 mathematical subject areas.

Training is will require about 30 minutes, 5 days per week, for the same duration as the WM program (5-6 weeks), with a counselor or teacher acting as the training aide.
有源比较器：Special Education/Individualized Tutoring
其他：Special Education/Individualized Tutoring
Students in this group will receive an additional 30 minutes daily of individualized supplemental instruction in their area of greatest academic need.

研究衡量的是什么？

主要结果指标

结果测量
大体时间
CANTAB Spatial Working Memory
大体时间：15-20 min
15-20 min
Automated Working Memory Assessment Listening Recall
大体时间：15-20 min
15-20 min

次要结果测量

结果测量
大体时间
Teacher - Strengths and Weakness of ADHD-symptoms and Normal-behavior scale (SWAN)
大体时间：5 min/student
5 min/student
Teacher - Children's Organizational Skills Scale
大体时间：5 min/student
5 min/student
Wide Range Achievement Test 4 Progress Monitoring Version: word reading, spelling, sentence comprehension, math computation
大体时间：10-15 min
10-15 min

合作者和调查者

在这里您可以找到参与这项研究的人员和组织。

赞助

The Hospital for Sick Children

合作者

Children's Hospital of Eastern Ontario

调查人员

  • 首席研究员：Rosemary Tannock, MD、The Hospital for Sick Children, Toronto Canada

研究记录日期

这些日期跟踪向 ClinicalTrials.gov 提交研究记录和摘要结果的进度。研究记录和报告的结果由国家医学图书馆 (NLM) 审查，以确保它们在发布到公共网站之前符合特定的质量控制标准。

研究主要日期

学习开始

2008年11月1日

初级完成 (实际的)

2011年1月1日

研究完成 (实际的)

2012年1月1日

研究注册日期

首次提交

2009年6月29日

首先提交符合 QC 标准的

2009年6月29日

首次发布 (估计)

2009年6月30日

研究记录更新

最后更新发布 (估计)

2015年5月27日

上次提交的符合 QC 标准的更新

2015年5月25日

最后验证

2015年5月1日

更多信息

与本研究相关的术语

关键字

其他相关的 MeSH 术语

其他研究编号

  • 1000013779

此信息直接从 clinicaltrials.gov 网站检索，没有任何更改。如果您有任何更改、删除或更新研究详细信息的请求，请联系 register@clinicaltrials.gov. clinicaltrials.gov 上实施更改，我们的网站上也会自动更新.

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