Ignite Creation Date:
2024-10-26 @ 3:43 PM
Last Modification Date:
2024-10-26 @ 3:43 PM
Study NCT ID:
NCT06657469
Status:
COMPLETED
Last Update Posted:
None
First Post:
2024-10-22
Brief Title:
Computerized Attention Functions Training Vs Executive Functions Training for Children with ADHD
Sponsor:
None
Organization:
None
Study Overview
Official Title:
Effects of Computerized Progressive Attention Training Vs Executive Functions Training in Children with ADHD
Status:
COMPLETED
Status Verified Date:
2024-10
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
No
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
AFT-EFT-ADHD
Brief Summary:
The goal of this clinical trial was to compare the effectiveness of two computerized neurocognitive training programs for children with Attention DeficitHyperactivity Disorder ADHD and to examine their impact on attention functions executive functions academic performance and behavior The main questions this study sought to answer were
How does Attention Functions Training AFT compare to Executive Functions Training EFT in improving cognitive abilities related to attention and executive functions in children with ADHD What are the effects of these programs on academic performance and behavior Researchers compared the outcomes of the AFT group the EFT group and a passive control group in order to determine which program was more effective across these domains
Participants completed computerized training sessions focused on attention or executive functions twice a week for nine weeks They also underwent cognitive academic and behavioral assessments at baseline after the training and at follow-up
How does Attention Functions Training AFT compare to Executive Functions Training EFT in improving cognitive abilities related to attention and executive functions in children with ADHD What are the effects of these programs on academic performance and behavior Researchers compared the outcomes of the AFT group the EFT group and a passive control group in order to determine which program was more effective across these domains
Participants completed computerized training sessions focused on attention or executive functions twice a week for nine weeks They also underwent cognitive academic and behavioral assessments at baseline after the training and at follow-up
Detailed Description:
This randomized controlled trial aimed to investigate and compare the effects of two distinct computerized neurocognitive training programs on children diagnosed with Attention DeficitHyperactivity Disorder ADHD The two interventions Attention Functions Training AFT and Executive Functions Training EFT were designed to target different cognitive domains The AFT program focused on improving sustained selective-spatial orienting and executive attention while the EFT program aimed at enhancing working memory cognitive flexibility and problem-solving abilities
A total of 80 children with ADHD aged 8-13 years were randomly assigned to one of three groups AFT EFT or a passive control group Each training program included twice-weekly sessions over nine weeks Participants underwent comprehensive assessments at three time points baseline pre-intervention immediately after the intervention and at a three-month follow-up The assessments covered cognitive functions academic skills and behavioral symptoms as reported by parents
The study employed repeated measures ANOVA to analyze the effects of the interventions Primary outcome measures included improvements in attention and executive functions with secondary measures focused on academic performance and parent-rated behavioral symptoms Both short-term and long-term effects were assessed to evaluate the persistence of any observed improvements
A total of 80 children with ADHD aged 8-13 years were randomly assigned to one of three groups AFT EFT or a passive control group Each training program included twice-weekly sessions over nine weeks Participants underwent comprehensive assessments at three time points baseline pre-intervention immediately after the intervention and at a three-month follow-up The assessments covered cognitive functions academic skills and behavioral symptoms as reported by parents
The study employed repeated measures ANOVA to analyze the effects of the interventions Primary outcome measures included improvements in attention and executive functions with secondary measures focused on academic performance and parent-rated behavioral symptoms Both short-term and long-term effects were assessed to evaluate the persistence of any observed improvements
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
None
Is a FDA Regulated Device?:
None
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None