被诊断患有注意力缺陷多动障碍的儿童的计算机化认知再训练（ReadON.ai）
Computerized cognitive retraining (ReadON.ai) among children diagnosed with attention deficit hyperactivity disorder.
作者信息
Grover Jagriti, Chakraborty Sampurna, Puar Sonia
机构信息
Institute of Behavioural (Health) and Allied Sciences, AUUP, Noida, Uttar Pradesh, India.
AIBHAS, Amity University, Noida, Uttar Pradesh, India.
出版信息
Ind Psychiatry J. 2024 Jul-Dec;33(2):346-353. doi: 10.4103/ipj.ipj_259_24. Epub 2024 Dec 17.
BACKGROUND
ADHD affects 8% of children and adolescents globally, marked by significant deficits in cognitive abilities, which leads to various emotional, behavioral, and adjustment issues. Traditional methods like medication and behavior therapy fall short in managing ADHD's cognitive domains, urging the adoption of innovative approaches like cognitive training programs specifically adopting the emerging technology such as ReadON.ai. However, the precise influence of computerized cognitive retraining on ADHD remains understudied.
AIM
To study the feasibility of computerized cognitive retraining (ReadON.ai) in enhancing cognitive abilities in children diagnosed with attention deficit hyperactivity disorder.
MATERIALS AND METHODS
The study employs a pre- and post-intervention design including six participants (7-11 years), diagnosed with ADHD according to DSM-5 criteria. Each participant underwent 30 hours of computerized cognitive retraining (ReadON.ai) over ten weeks, targeting attention and concentration, working memory, memory and learning, perceptual abilities, and reasoning skills. Assessments before and after intervention included tools like Conners' 4 Parent version and ReadON.ai CSA. Statistical analysis was conducted using IBM SPSS version 28.
RESULTS
Paired -test results revealed a significant difference in pre-test and post-test means of attention and concentration (t = -6.873, < 0.001), working memory (t = -5.771, < 0.001), learning and memory (t = -12.491, < 0.001), perception (t = 14.398, < 0.004), reasoning (t = -3.464, < 0.018), hyperactivity (t = 11.073, < 0.001), impulsivity (t = 11.948, < 0.001), emotional dysregulation (t = 8.242, < 0.001), anxious thoughts (t = 2.67 = 0.219), depressed mood (t = 2.924, = 0.020), school work (t = 7.387, = 0.001) and peer interaction (t = 4.632, = 0.006) with medium to large effect size.
CONCLUSION
Computerized cognitive retraining through ReadON.ai is feasible in enhancing cognitive abilities like attention and concentration, working memory, memory and learning, perception, and reasoning among children with ADHD.
背景
注意缺陷多动障碍（ADHD）在全球范围内影响着8%的儿童和青少年，其特征是认知能力存在显著缺陷，这会导致各种情绪、行为和适应问题。药物治疗和行为疗法等传统方法在管理ADHD的认知领域方面存在不足，促使采用创新方法，如专门采用ReadON.ai等新兴技术的认知训练项目。然而，计算机化认知再训练对ADHD的确切影响仍未得到充分研究。
目的
研究计算机化认知再训练（ReadON.ai）对诊断为注意力缺陷多动障碍的儿童提高认知能力的可行性。
材料与方法
该研究采用干预前后设计，包括六名参与者（7 - 11岁），根据《精神疾病诊断与统计手册》第5版（DSM - 5）标准诊断为ADHD。每位参与者在十周内接受了30小时的计算机化认知再训练（ReadON.ai），训练目标包括注意力和专注力、工作记忆、记忆与学习、感知能力和推理技能。干预前后的评估包括使用康纳斯父母问卷第4版（Conners' 4 Parent version）和ReadON.ai综合症状评估（ReadON.ai CSA）等工具。使用IBM SPSS 28版进行统计分析。
结果
配对t检验结果显示，注意力和专注力（t = -6.873，P < 0.001）、工作记忆（t = -5.771，P < 0.001）、学习与记忆（t = -12.491，P < 0.001）、感知（t = 14.398，P < 0.004）、推理（t = -3.464，P < 0.018）、多动（t = 11.073，P < 0.001）、冲动（t = 11.948，P < 0.001）、情绪失调（t = 8.242，P < 0.001）、焦虑思维（t = 2.67，P = 0.219）、抑郁情绪（t = 2.924，P = 0.020）、学业表现（t = 7.
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