Computerized Working Memory Training

NCT06567444 | Completed

• 1 other identifier: EdUHK_WM
• Study Type: interventional
• Target: 122
• Locations: 1 country
• Sites: 1

Brief Summary

Prior research has found that children with attention-deficit hyperactivity disorder (ADHD) and reading difficulties (RD) are at an elevated risk of developing further cognitive deficits and developmental challenges. ADHD and RD are characterized by a deficit in working memory, which negatively affects learning and behavior. The main aims of this study were to design a working memory training app and examine its effectiveness through a 5-week training program in Chinese children with ADHD and/or RD. There were three experimental groups, with 26 participants in the ADHD group, 38 participants in the RD group, and 24 participants in the ADHD+RD group. The typically developing (TD) control group had 32 participants. All participants completed the pretest and posttest assessments on executive function and reading performance.

Conditions

ADHD; Dyslexia

Keywords

ADHD; dyslexia; executive function; intervention; training app; working memory

Outcome Measures

Primary Outcomes (9)

• Intellectual ability

  The Raven's Progressive Matrices comprises five sets (starting with set A and ending with set E) of 12 items each, totalling 60 items. Each presents a visual pattern with a missing piece. Participants were required to identify the missing piece that would complete the pattern.

  Two weeks before the pretest

• Central executive function

  The central executive function subscale of BRIEF consists of 10 items. Teachers rated their student's behavior using a 3-point Likert scale (1 = never, 2 = sometimes; 3 = often). All 10 items were added together to form the central executive function subscale.

  One week before the intervention

• Central executive function

  The central executive function subscale of BRIEF consists of 10 items. Teachers rated their student's behavior using a 3-point Likert scale (1 = never, 2 = sometimes; 3 = often). All 10 items were added together to form the central executive function subscale.

  One week after the intervention

• Verbal working memory

  Verbal working memory capacity was measured using the third edition of the backward digit spans subtest from the Wechsler Intelligence Scale for Children (WISC-III). Participants were presented with two to nine orally delivered digits and asked to recall them in reverse order. They must retain auditory information while filtering out irrelevant details and focusing on relevant ones. The backward digit spans subtest consists of 18 trials, and participants who correctly repeated the backward digit sequence received one point.

  One week before the intervention

• Verbal working memory

  Verbal working memory capacity was measured using the third edition of the backward digit spans subtest from the Wechsler Intelligence Scale for Children (WISC-III). Participants were presented with two to nine orally delivered digits and asked to recall them in reverse order. They must retain auditory information while filtering out irrelevant details and focusing on relevant ones. The backward digit spans subtest consists of 18 trials, and participants who correctly repeated the backward digit sequence received one point.

  One week after the intervention

• Visual-spatial working memory

  Visual-spatial working memory was assessed using the Spatial Working Memory Test (SWM) from Cambridge Cognition. This computerized measure presents several boxes on the screen. Participants were asked to locate a hidden yellow token in each search. Once the token is collected, participants must continue searching for the remaining tokens until all of them have been found (the number of tokens equals the number of boxes). The token never appears in boxes where one has been found before. The number of boxes increases in difficulty from four to eight.

  One week before the intervention

• Visual-spatial working memory

  Visual-spatial working memory was assessed using the Spatial Working Memory Test (SWM) from Cambridge Cognition. This computerized measure presents several boxes on the screen. Participants were asked to locate a hidden yellow token in each search. Once the token is collected, participants must continue searching for the remaining tokens until all of them have been found (the number of tokens equals the number of boxes). The token never appears in boxes where one has been found before. The number of boxes increases in difficulty from four to eight.

  One week after the intervention

• Chinese word reading

  The 1-minute word reading test from HKT-P(III) was used to measure reading fluency. It consists of 120 simple Chinese two-character words. Participants were asked to read the words as quickly and accurately as possible within a minute. The total number of words read correctly was recorded, and the reading ability score can vary between 0 and 120.

  One week before the intervention

• Chinese word reading

  The 1-minute word reading test from HKT-P(III) was used to measure reading fluency. It consists of 120 simple Chinese two-character words. Participants were asked to read the words as quickly and accurately as possible within a minute. The total number of words read correctly was recorded, and the reading ability score can vary between 0 and 120.

  One week after the intervention

Study Arms (4)

ADHD Group

EXPERIMENTAL

This experimental group received the working memory training conducted in primary schools in Hong Kong. This group was led by trained research assistants.

Other: Working memory intervention

RD Group

EXPERIMENTAL

This experimental group received the working memory training conducted in primary schools in Hong Kong. This group was led by trained research assistants.

Other: Working memory intervention

ADHD+RD Group

EXPERIMENTAL

This experimental group received the working memory training conducted in primary schools in Hong Kong. This group was led by trained research assistants.

Other: Working memory intervention

TD Group

NO INTERVENTION

The participants in the TD group did not receive any training.

Interventions

Working memory intervention OTHER

During the intervention, the participants in the ADHD group received five computerized working memory training sessions per week over five weeks, and each session lasted 20 minutes. This training paradigm is based on previous studies which show improvements in working memory capacities after a 5-week training period.

ADHD Group; ADHD+RD Group; RD Group

Eligibility Criteria

• Age: 6 Years - 11 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• being aged between 6 and 11
• having an intelligence quotient (IQ) score above 80
• having a clinical diagnosis of ADHD and/or RD from a clinical or educational psychologist or a psychiatrist
• speaking native Cantonese

You may not qualify if:

• brain damage, neurological issues, sensory problems, or psychiatric issues

Sponsors & Collaborators

• Education University of Hong Kong: lead

Study Sites (1)

The Education University of Hong Kong

Tai Po, Hong Kong

Location

Related Publications (1)

• Poon K, Ho MSH, Wang LC, Lee HM, Lau WKW, Chan WWL. Improving cognitive function in Chinese children with ADHD and/or RD through computerized working memory training. BMC Psychol. 2024 Oct 18;12(1):574. doi: 10.1186/s40359-024-02065-1.

  PMID: 39425120 DERIVED

MeSH Terms

Conditions

Attention Deficit Disorder with Hyperactivity; Dyslexia

Condition Hierarchy (Ancestors)

Attention Deficit and Disruptive Behavior Disorders; Neurodevelopmental Disorders; Mental Disorders; Language Disorders; Communication Disorders; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Specific Learning Disorder; Learning Disabilities; Signs and Symptoms; Pathological Conditions, Signs and Symptoms

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: A single-blind study design was adopted in which all assessors were blinded to the treatment condition of the students. There were three experimental groups, with 26 participants in the ADHD group, 38 participants in the RD group, and 24 participants in the ADHD+RD group. The typically developing control group had 32 participants.

Study Record Dates

• First Submitted: August 19, 2024
• First Posted: August 22, 2024
• Study Start: January 1, 2021
• Primary Completion: May 31, 2023
• Study Completion: May 31, 2023
• Last Updated: August 22, 2024

Record last verified: 2024-08

Locations

HK (1)