Steiner Naomi J, Sheldrick Radley Christopher, Gotthelf David, Perrin Ellen C
Floating Hospital for Children, Boston, MA, USA.
Clin Pediatr (Phila). 2011 Jul;50(7):615-22. doi: 10.1177/0009922810397887. Epub 2011 May 10.
Objective. This study examined the efficacy of 2 computer-based training systems to teach children with attention deficit/hyperactivity disorder (ADHD) to attend more effectively. Design/methods. A total of 41 children with ADHD from 2 middle schools were randomly assigned to receive 2 sessions a week at school of either neurofeedback (NF) or attention training through a standard computer format (SCF), either immediately or after a 6-month wait (waitlist control group). Parents, children, and teachers completed questionnaires pre- and postintervention. Results. Primary parents in the NF condition reported significant (P < .05) change on Conners's Rating Scales-Revised (CRS-R) and Behavior Assessment Scales for Children (BASC) subscales; and in the SCF condition, they reported significant (P < .05) change on the CRS-R Inattention scale and ADHD index, the BASC Attention Problems Scale, and on the Behavioral Rating Inventory of Executive Functioning (BRIEF). Conclusion. This randomized control trial provides preliminary evidence of the effectiveness of computer-based interventions for ADHD and supports the feasibility of offering them in a school setting.
目的。本研究考察了两种基于计算机的训练系统对患有注意力缺陷/多动障碍（ADHD）的儿童进行更有效注意力训练的效果。设计/方法。从两所中学选取了41名患有ADHD的儿童，随机分配他们在学校每周接受两次神经反馈（NF）训练或通过标准计算机格式（SCF）进行注意力训练，训练即刻开始或等待6个月后开始（等待列表对照组）。家长、儿童和教师在干预前后完成问卷。结果。接受NF训练的主要家长报告，在康纳斯修订评定量表（CRS-R）和儿童行为评估量表（BASC）各分量表上有显著（P < .05）变化；在SCF训练组，家长报告在CRS-R注意力不集中量表、ADHD指数、BASC注意力问题量表以及执行功能行为评定量表（BRIEF）上有显著（P < .05）变化。结论。这项随机对照试验为基于计算机的ADHD干预措施的有效性提供了初步证据，并支持在学校环境中提供这些干预措施的可行性。
