search  
 


Home

Who are we?

Why
register?


Signup for
registration


Online registration

Log in to register
your trial


Search a trial

NRT en CCMO

Contact

NEDERLANDS





MetaRegister
van CCT (UK)


ISRCTN-Register
van CCT (UK)


Workingmemory training for children with AD(H)D.


- candidate number12319
- NTR NumberNTR3415
- ISRCTNISRCTN wordt niet meer aangevraagd.
- Date ISRCTN created
- date ISRCTN requested
- Date Registered NTR2-mei-2012
- Secondary IDs2001_269 MEC AMC
- Public TitleWorkingmemory training for children with AD(H)D.
- Scientific TitleIntervention program to improve attention and working memory for schoolaged children with behavioral- and learning problems.
- ACRONYMPaying attention in class
- hypothesisThe aim of the study is to examine how different working memory interventions address to the neurocognitive functioning and academic performance of children with AD(H)D.
- Healt Condition(s) or Problem(s) studiedADHD, Working memory deficits
- Inclusion criteria1. Clinically referred children with AD(H)D;
2. Age between 8 and 12 years old.
- Exclusion criteria1. Other psychiatric diagnoses other than ADHD/ ADD/ LD / ODD;
2. Total Intelligence quotient <80;
3. Significant problems in the use of the Dutch language;
4. Severe sensory disabilities (hearing/ vision problems).
- mec approval receivedyes
- multicenter trialno
- randomisedyes
- masking/blindingSingle
- controlActive
- groupParallel
- Type2 or more arms, randomized
- Studytypeintervention
- planned startdate 15-apr-2011
- planned closingdate15-apr-2015
- Target number of participants100
- Interventions1. Cogmed RM: Computerized working memory training of 25 sessions (45 minutes a day, 5 days a week, 5 weeks);
2. "Paying attention in class": Strategy and skill training developed by the Bascule. This intervention does not only aims at training the working memory; itís also contextual and refers to goal-oriented behavior in class. Also 25 sessions (45 minutes a day, 5 days a week, 5 weeks).
- Primary outcomeThe primary outcomes of the study are improvement on academic achievement and neurocognitive functions measured with the following instruments:
1. Subtests TEACH;
2. Digit Span (WISC-III);
3. Span board task (Wechsler Non Verbal);
4. Subtest BADS-C;
5. Subtests NEPSY-II;
6. Behaviour Rating of Executive Functions;
7. Spead reading (EMT);
8. Dictation (PI dictee);
9. Automated math (TTA).
- Secondary outcomeThe secondary outcomes of this study are improvement on teacher/student relationship, behavior problems en quality of life measured with the following intruments:
1. Childrens behavior checklist / Teacht Report Form;
2. Learning conditions questionnaire;
3. Kidscreen 27.
- TimepointsThe study contains three measurements:
1. Prior to treatment;
2. Directly after treatment;
3. Six months after treatment.
- Trial web siteN/A
- statusopen: patient inclusion
- CONTACT FOR PUBLIC QUERIESMSc. Marthe Donk, van der
- CONTACT for SCIENTIFIC QUERIESDr. R.J.L. Lindauer
- Sponsor/Initiator Academic Medical Center (AMC), Amsterdam
- Funding
(Source(s) of Monetary or Material Support)
Ministry of Education, Culture and Science
- PublicationsN/A
- Brief summaryStudies show that children with Attention Deficit Hyperactivity Disorder (ADHD) often suffer from deficits in executive functions, such as attentional control, inhibition and working memory. It is known that these executive functions play an important role in academic performances. Especially working memory skills are associated with problems in learning and poor classroom behavior. Recently, studies have shown that training of the working memory has shown positive effects for children with ADHD, and/or with learning disabilities. The children that followed this working memory training program (Cogmed Working memory Training) not only showed improved working memory abilities overtime, but also showed better performance on related executive function tasks such as logic reasoning and response inhibition and still continued to show effects after 3 months. There are indications that working memory problems and academic performance can be improved by school oriented interventions but this is yet not studied systematically. This randomised controlled trial aims to recruit 100 children between the 8 and 12 years of age diagnosed with AD/HD according to guidelines of the DSM-IV.
- Main changes (audit trail)
- RECORD2-mei-2012 - 10-mei-2012


  • Indien u gegevens wilt toevoegen of veranderen, kunt u een mail sturen naar nederlands@trialregister.nl