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Improving Executive Functioning in Children with ADHD: Training Executive Functions within the Context of a Computer Game.


- candidate number9059
- NTR NumberNTR2728
- ISRCTNISRCTN wordt niet meer aangevraagd.
- Date ISRCTN created
- date ISRCTN requested
- Date Registered NTR2-feb-2011
- Secondary IDs2011-OP-1526 METC UvA
- Public TitleImproving Executive Functioning in Children with ADHD: Training Executive Functions within the Context of a Computer Game.
- Scientific TitleImproving Executive Functioning (EF) in Children with ADHD: Training Executive Functions within the Context of a Computer Game.
- ACRONYMEF Training
- hypothesisAn adaptive EF training will improve EF performance and behavior, complex reasoning, ADHD characteristics, general problem behavior and motivation compared to a non-adaptive training condition.
- Healt Condition(s) or Problem(s) studiedADHD, Exercise, Treatment, Executive functioning, Game
- Inclusion criteriaChildren aged 8 to 12 years with a diagnosis of ADHD combined-type participate. Children are recruited from outpatient mental-healthcare centers. Children that meet the following criteria are included:
1. A prior DSM-IV-TR (American Psychiatric Association, 2000) diagnosis of ADHD combined-type by a child psychologist or psychiatrist;
2. A score within the clinical problem range (95th to 100th percentile) on the ADHD scales of both the parent and teacher version of the Disruptive Behavior Disorder Rating Scale (DBDRS; Pelham, Gnagy, Greenslade, & Milich, 1992; Dutch translation Oosterlaan, Scheres, Antrop, Roeyers, & Sergeant, 2000);
3. Meeting criteria for ADHD combined-type on the ADHD section of the Diagnostic Interview Schedule for Children for DSM-IV, parent version (PDISC-IV; Shaffer, Fisher, Lucas, Dulcan, & Schwab-Stone, 2000). The PDISC-IV is a structured diagnostic interview based on the DSM-IV, with adequate psychometric properties;
4. Absence of Conduct Disorder (CD) based on the CD sections of the PDISC-IV;
5. Absence of a prior DSM-IV-TR diagnosis of any autism spectrum disorder (ASD) according to a child psychologist or psychiatrist;
6. An IQ score ≥80 as measured by the short version of the Dutch Wechsler Intelligence Scale for Children (WISC-III; Kort et al., 2002). Two WISC-III subtests, Vocabulary and Block Design are administered to estimate Full Scale IQ (FSIQ). This composite score has satisfactory reliability (r =0.91) and correlates highly with FSIQ (r = 0.86; Sattler, 2001);
7. Absence of any neurological disorder, non-verbal learning disorder (Nigg, 2006), or sensory (color blindness and vision) or motor impairment as stated by the parents;
8. Not taking any medication other than methylphenidate (children have to be able to discontinue medication at least 24 hours before each test session, allowing a complete wash-out; Greenhill, 1998).
- Exclusion criteriaIf children do not meet the inclusion criteria they are excluded from the study.
- mec approval receivedno
- multicenter trialyes
- randomisedyes
- masking/blindingDouble
- controlActive
- groupParallel
- Type2 or more arms, randomized
- Studytypeintervention
- planned startdate 15-apr-2011
- planned closingdate1-okt-2012
- Target number of participants90
- Interventions3 training groups:
1. A adaptive EF training (3 types of EF are trained with an adaptive difficulty level);
2. A partial adaptive EF training (3 types of EF training tasks are presented; only 2 types of EF are trained adaptively; one EF is trained non-adaptively and on a low difficulty level);
3. A non-adaptive training (3 types of EF are trained non-adaptively and on a low difficulty level).

In every condition children train 25 sessions for 40 minutes, 4 to 5 days a week.
- Primary outcomeThe effect of the interventions will be measured in five different domains:
1. EF performance and behavior;
2. ADHD characteristics;
3. Complex reasoning;
4. General problem behavior;
5. Motivation.

Measured immediately after training.
- Secondary outcomeThe effect of the interventions will be measured in five different domains:
1. EF performance and behavior;
2. ADHD characteristics;
3. Complex reasoning;
4. General problem behavior;
5. Motivation.

Measured at 3 months follow-up.
- Timepoints3 timepoints of measurement:
T1: Pre training testing (2-3 weeks before training);
T2: Post training testing (1 week after training);
T3: Follow-up testing (3 months after training).

Testing at T1-3 will cover five different domains:
1. EF performance and behavior: Visuospatial and verbal WM (CBTT and digit span backwards), response inhibition (Stop-Task and STROOP), set-shifting (TRAIL MAKING TASK), visuospatial and verbal short term memory (CBTT and digit span forward), and an EF behavior questionnaire (the BRIEF);
2. Complex reasoning (RAVEN);
3. ADHD characteristics (DBDRS);
4. General problem behavior (HSQ);
5. Motivation (BIS/BAS).
- Trial web siteN/A
- statusplanned
- CONTACT FOR PUBLIC QUERIES S. Dovis
- CONTACT for SCIENTIFIC QUERIES S. Dovis
- Sponsor/Initiator University of Amsterdam (UvA)
- Funding
(Source(s) of Monetary or Material Support)
University of Amsterdam
- PublicationsN/A
- Brief summaryIn this study we examine the effects of a EF training on the EF performance and ADHD behavior of children with ADHD. The study is performed in a Dutch sample. It has been approved by the ethical commission of the department of psychology of the University of Amsterdam.
- Main changes (audit trail)
- RECORD2-feb-2011 - 19-feb-2011


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