Department of Neonatology, Emma Children's Hospital, Amsterdam UMC, University of Amsterdam, Meibergdreef 9, Amsterdam, The Netherlands.
Emma Neuroscience Group, Emma Children's Hospital, Amsterdam UMC, University of Amsterdam, Meibergdreef 9, Amsterdam, The Netherlands.
Eur Child Adolesc Psychiatry. 2021 May;30(5):785-797. doi: 10.1007/s00787-020-01561-0. Epub 2020 May 26.
Objective of the current study was to assess whether game-formatted executive function (EF) training, is effective in improving attention, EF and academic performance in very preterm and/or extremely low birthweight children aged 8-12 years. A multi-center, double-blind, placebo- and waitlist controlled randomized trial (NTR5365) in two academic hospitals in The Netherlands was performed. Eighty-five very preterm children with parent-rated attention problems on the Child Behavior Checklist were randomized to one of three treatment conditions: EF training, placebo training or waitlist condition. EF or placebo training was completed at home (6 weeks, 25 sessions of 30-45 min each). At baseline, 2 weeks after training or being on the waitlist, and five months after first follow-up visit, children underwent assessments of primary outcomes (parent and teacher ratings of attention) and secondary outcomes (parent and teacher ratings of daily-life EF, computerized EF tasks and academic performance). Linear mixed model analyses were performed for all outcome measures. There were no significant differences in improvement over time on parent- and teacher ratings of attention, parent- and teacher ratings of daily-life EF, computerized EF tasks, and academic performance (arithmetic and reading) between the EF training, placebo training and waitlist condition. In conclusion, game-formatted EF training does not improve attention, EF or academic performance in very preterm children with parent-rated attention problems.
本研究旨在评估游戏格式的执行功能 (EF) 训练是否能有效提高 8-12 岁非常早产儿和/或极低出生体重儿童的注意力、EF 和学业成绩。在荷兰的两所学术医院进行了一项多中心、双盲、安慰剂对照和候补名单对照随机试验 (NTR5365)。85 名父母报告注意力问题的非常早产儿儿童被随机分配到以下三种治疗条件之一：EF 训练、安慰剂训练或候补名单条件。EF 或安慰剂训练在家中完成（6 周，每次 30-45 分钟，共 25 次）。在基线、训练 2 周后或候补名单后 5 个月，对儿童进行主要结局（父母和教师对注意力的评价）和次要结局（父母和教师对日常生活 EF、计算机化 EF 任务和学业成绩的评价）的评估。对所有结果测量值均进行了线性混合模型分析。EF 训练、安慰剂训练和候补名单条件之间，在父母和教师对注意力、父母和教师对日常生活 EF、计算机化 EF 任务以及学业成绩（算术和阅读）的评分方面，随着时间的推移，改善程度没有显著差异。总之，对于父母报告注意力问题的非常早产儿儿童，游戏格式的 EF 训练不能提高注意力、EF 或学业成绩。
