Moore Amy Lawson, Carpenter Dick M, Miller Terissa M, Ledbetter Christina
Gibson Institute of Cognitive Research, Colorado Springs, CO, USA,
College of Education, University of Colorado, Colorado Springs, CO, USA.
Neuropsychiatr Dis Treat. 2018 Jun 26;14:1671-1683. doi: 10.2147/NDT.S165418. eCollection 2018.
The impact of attention problems on academic and social functioning coupled with the large number of children failing to respond to stimulant medication or behavioral therapy makes adjunctive therapies such as cognitive training appealing for families and clinicians of children with attention difficulties or childhood attention deficit hyperactivity disorder. However, the results of cognitive training studies have failed to find far transfer effects with this population. This study examined the quantitative cognitive effects and parent-reported behavioral effects of a clinician-delivered cognitive training program with children who have attention problems.
Using a randomized controlled study design, we examined the impact of a clinician-delivered cognitive training program on processing speed, fluid reasoning, memory, visual processing, auditory processing, attention, overall intelligence quotient score, and behavior of students (n=13) aged 8-14 years with attention problems. Participants were randomly assigned to either a waitlist control group or a treatment group for 60 hours of cognitive training with ThinkRx, a clinician-delivered intervention that targets multiple cognitive skills with game-like, but rigorous mental tasks in 60-90-minute training sessions at least 3 days per week.
Results included greater mean pretest to posttest change scores on all variables for the treatment group versus the control group with statistically significant differences noted in working memory, long-term memory, logic and reasoning, auditory processing, and intelligence quotient score. Qualitative outcomes included parent-reported changes in confidence, cooperation, and self-discipline.
Children with attention problems who completed 60 hours of clinician-delivered ThinkRx cognitive training realized both cognitive and behavioral improvements.
注意力问题对学业和社交功能的影响，以及大量儿童对兴奋剂药物或行为疗法无反应，使得认知训练等辅助疗法对有注意力困难的儿童或患有儿童注意力缺陷多动障碍的儿童的家庭和临床医生具有吸引力。然而，认知训练研究的结果未能在这一人群中发现远迁移效应。本研究考察了由临床医生实施的认知训练项目对有注意力问题儿童的定量认知效果和家长报告的行为效果。
采用随机对照研究设计，我们考察了由临床医生实施的认知训练项目对8至14岁有注意力问题学生（n = 13）的处理速度、流体推理、记忆、视觉处理、听觉处理、注意力、总体智商得分和行为的影响。参与者被随机分配到等待名单对照组或治疗组，接受为期60小时的ThinkRx认知训练，这是一种由临床医生实施的干预措施，通过类似游戏但严格的心理任务针对多种认知技能，每周至少3天，每次训练60 - 90分钟。
结果显示，与对照组相比，治疗组所有变量的前测至后测平均变化得分更高，在工作记忆、长期记忆、逻辑与推理、听觉处理和智商得分方面存在统计学显著差异。定性结果包括家长报告的信心、合作和自律方面的变化。
完成60小时由临床医生实施的ThinkRx认知训练的有注意力问题的儿童在认知和行为方面均有改善。
