Tucha Oliver, Tucha Lara, Kaumann Gesa, König Sebastian, Lange Katharina M, Stasik Dorota, Streather Zoe, Engelschalk Tobias, Lange Klaus W
Department of Clinical and Developmental Neuropsychology, University of Groningen, The Netherlands.
Atten Defic Hyperact Disord. 2011 Sep;3(3):271-83. doi: 10.1007/s12402-011-0059-x. Epub 2011 May 20.
Pharmacological treatment of children with ADHD has been shown to be successful; however, medication may not normalize attention functions. The present study was based on a neuropsychological model of attention and assessed the effect of an attention training program on attentional functioning of children with ADHD. Thirty-two children with ADHD and 16 healthy children participated in the study. Children with ADHD were randomly assigned to one of the two conditions, i.e., an attention training program which trained aspects of vigilance, selective attention and divided attention, or a visual perception training which trained perceptual skills, such as perception of figure and ground, form constancy and position in space. The training programs were applied in individual sessions, twice a week, for a period of four consecutive weeks. Healthy children did not receive any training. Alertness, vigilance, selective attention, divided attention, and flexibility were examined prior to and following the interventions. Children with ADHD were assessed and trained while on ADHD medications. Data analysis revealed that the attention training used in the present study led to significant improvements of various aspects of attention, including vigilance, divided attention, and flexibility, while the visual perception training had no specific effects. The findings indicate that attention training programs have the potential to facilitate attentional functioning in children with ADHD treated with ADHD drugs.
多动症儿童的药物治疗已被证明是成功的；然而，药物治疗可能无法使注意力功能恢复正常。本研究基于注意力的神经心理学模型，评估了注意力训练项目对多动症儿童注意力功能的影响。32名多动症儿童和16名健康儿童参与了该研究。多动症儿童被随机分配到两种情况之一，即一种训练警觉性、选择性注意力和分散注意力等方面的注意力训练项目，或一种训练图形与背景感知、形状恒常性和空间位置等感知技能的视觉感知训练。训练项目以个体课程的形式进行，每周两次，连续四周。健康儿童未接受任何训练。在干预前后对警觉性、警惕性、选择性注意力、分散注意力和灵活性进行了检查。多动症儿童在服用多动症药物期间接受评估和训练。数据分析表明，本研究中使用的注意力训练导致注意力的各个方面有显著改善，包括警觉性、分散注意力和灵活性，而视觉感知训练没有特定效果。研究结果表明，注意力训练项目有可能促进接受多动症药物治疗的多动症儿童的注意力功能。
