Khalili Kermani Fatemeh, Mohammadi Mohammad Reza, Yadegari Fariba, Haresabadi Fatemeh, Sadeghi Seyed Mehdi
Department of Psychology, Islamic Azad University, Rudehen Branch, Tehran, Iran.
Psychiatry and Psychology Research Centre, Roozbeh Hospital, Tehran University of Medical Sciences, Tehran, Iran.
Iran J Psychiatry. 2016 Oct;11(4):224-233.
In this study, a new training method of working memory (WM) was used in the form of structured games, and the effect of training was evaluated with a controlled design. The training method of WM in the form of structured games includes 20 sets of structured games that can improve WM and performance of executive functions. Sixty children with attention deficit hyperactivity disorder (ADHD) aged 8.5 to 11.2 years (35 boys), using no stimulant medication were selected. We randomly assigned 30 participants to the experimental group and provided them with WM training. The training was in the form of structured games and was offered to the participants in two 60-minute sessions weekly for 12 weeks. Other participants were assigned to the control group, receiving no treatment. All the participants were also evaluated at follow-up 6 months later. The main measures were the Child Behavior Checklist (CBCL), the Digit Span and Symbol Search B subscale of the Wechsler Intelligence Scale for Children (WISC-IV); and scores of dictation and mathematics were used in terms of pre and post-test. The results of the t-test revealed a significant improvement in the post-test measures as well as a significant reduction of parents' reports of inattentiveness, and improvement in academic performance in the experimental group. However, no significant changes were found in the control group. : The academic and working memory improvements were primarily due to the training method of WM. Our findings suggest that the training method of WM in the form of structured games may be a practical method for treating children with ADHD, but it needs to be further investigated.
在本研究中，采用结构化游戏的形式使用了一种新的工作记忆（WM）训练方法，并通过对照设计对训练效果进行了评估。以结构化游戏形式进行的WM训练方法包括20套可改善WM和执行功能表现的结构化游戏。选取了60名年龄在8.5至11.2岁之间、未使用兴奋剂药物的注意力缺陷多动障碍（ADHD）儿童（35名男孩）。我们将30名参与者随机分配到实验组，并为他们提供WM训练。训练采用结构化游戏的形式，每周分两次，每次60分钟，共进行12周。其他参与者被分配到对照组，不接受任何治疗。所有参与者在6个月后的随访中也接受了评估。主要测量指标包括儿童行为检查表（CBCL）、韦氏儿童智力量表（WISC-IV）中的数字广度和符号搜索B分量表；并在测试前和测试后使用听写和数学成绩。t检验结果显示，实验组在测试后测量指标上有显著改善，家长报告的注意力不集中情况显著减少，学业成绩也有所提高。然而，对照组未发现显著变化。学业和工作记忆的改善主要归因于WM训练方法。我们的研究结果表明，以结构化游戏形式进行的WM训练方法可能是治疗ADHD儿童的一种实用方法，但需要进一步研究。
