The Effects of Working Memory Training in Children With Attention-Deficit/Hyperactivity Disorder

NCT02959528 | Completed

• 1 other identifier: 104-5308A3
• Study Type: interventional
• Target: 40
• Locations: 1 country
• Sites: 1

Brief Summary

Previous studies indicated that children with attention-deficit/hyperactivity disorder (ADHD) often suffer from deficits in executive function, such as attentional control, inhibition, and working memory. One of these executive functions, working memory, plays a critical role in academic performance and classroom behavior. Working memory is essential for performing complex cognitive tasks such as comprehension, learning, and reasoning. Several studies have shown that training of working memory has positive effects for ADHD and other cognitive disorder in children. However, transfer effects across studies appear to be variable and inconsistent. Event-related potentials can be a useful tool to gain insights into such mechanism. Therefore, the aim of the present study is to investigate both near and far transfer effects of N-back training in children with ADHD. In addition, the recording and analysis of event-related potentials will be adopted while children with ADHD perform the complex visuo-spatial and phonological working memory tasks.

Conditions

Attention Deficit Disorder With Hyperactivity; Psychophysiology

Outcome Measures

Primary Outcomes (1)

• Automated Working Memory Assessment

  Visuospatial working memory change after intervention measured by Automated Working Memory Assessment

  6 weeks

Secondary Outcomes (2)

• Working memory index in Wechsler Intelligence Scale for Children-IV

  6 weeks

• Event-related potentials

  6 weeks

Study Arms (2)

Control

ACTIVE COMPARATOR

ADHD group treated with visual-perceptual training

Other: perceptual training

Experiment

EXPERIMENTAL

ADHD group treated with working memory training

Other: Working memory training

Interventions

Working memory training OTHER

n-back training program

Experiment

perceptual training OTHER

visual-perceptual training program

Control

Eligibility Criteria

• Age: 8 Years - 10 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• ADHD diagnosed according to criteria specified in Diagnostic and statistical manual of mental disorders (DSM-5)
• aged between 8 and 10 years
• intelligence quotient \> 80 (based on Test of Nonverbal Intelligence-Third Edition)
• had normal or corrected-to-normal vision
• right-handed

You may not qualify if:

• diagnosis of clinically significant oppositional defiant disorder, Autistic Spectrum Disorders, Asperger's syndrome or depression
• history of seizures

Sponsors & Collaborators

• Chang Gung Memorial Hospital: lead

Study Sites (1)

Chang Gung University

Taoyuan, Taiwan

Location

MeSH Terms

Conditions

Attention Deficit Disorder with Hyperactivity

Condition Hierarchy (Ancestors)

Attention Deficit and Disruptive Behavior Disorders; Neurodevelopmental Disorders; Mental Disorders

Study Officials

• I-Hsuan Shen, PhD

  Chang Gung University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associated professor

Study Record Dates

• First Submitted: October 31, 2016
• First Posted: November 9, 2016
• Study Start: October 1, 2015
• Primary Completion: November 25, 2016
• Study Completion: January 19, 2017
• Last Updated: October 26, 2017

Record last verified: 2017-10

Data Sharing

• IPD Sharing: Will not share

Locations

TW (1)