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The purpose of this study is to determine if different forms of child-friendly, computer-based puzzles and games ("brain training") targeting executive function (EF) skills (i.e., thinking, problem-solving) result in improvements in EF in preschool children with or at-risk for Attention-Deficit/Hyperactivity Disorder (ADHD) and EF problems. The investigators hypothesize that children receiving active "brain training" will show greater improvements in EF and related skills immediately after treatment than children receiving passive "brain training." The investigators are also interested in whether any improvements in EF and related skills occur or are maintained at 3 and 6 months after completion of brain training.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Brain Training (Active) | Experimental | The children in this arm receive one type of "Brain Training" with online computer games that actively matches their skill level. |
|
| Brain Training (Passive) | Experimental | The children in this arm receive one type of "Brain Training" with online computer games that are at a consistent level. |
|
| Cross-over | Experimental | Following completion of the 6-month follow-up sessions after completion of "Brain Training", each group is allowed to cross-over to the other arm of "Brain Training" (open-label extension). |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Brain Training (Active) | Behavioral | Online computer games targeting attention, EF, and problem-solving |
|
| Measure | Description | Time Frame |
|---|---|---|
| Change fro baseline on Executive Function Composite Measure at 2 months | EF composite measured post "Brain Training" | 2 months |
| Measure | Description | Time Frame |
|---|---|---|
| Change from baseline on Executive Function Composite measure at 5 months | EF composite measured 3-months post "Brain Training" and 5 months from baseline | 5 months |
| Change from baseline on Executive Function Composite measure at 8 months |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Irene M Loe, MD | Stanford University | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Stanford University | Stanford | California | 94305 | United States |
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| Brain Training (Passive) | Behavioral | Online computer games targeting attention, EF, and problem solving |
|
| Brain Training (Active or Passive) | Behavioral | Online computer games targeting attention, EF, and problem solving |
|
EF composite measured 6-months post "Brain Training" and 8 months from baseline
| 8 months |
| ID | Term |
|---|---|
| D001289 | Attention Deficit Disorder with Hyperactivity |
| ID | Term |
|---|---|
| D019958 | Attention Deficit and Disruptive Behavior Disorders |
| D065886 | Neurodevelopmental Disorders |
| D001523 | Mental Disorders |
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| ID | Term |
|---|---|
| D000091942 | Cognitive Training |
| D015444 | Exercise |
| ID | Term |
|---|---|
| D000066530 | Neurological Rehabilitation |
| D012046 | Rehabilitation |
| D000359 | Aftercare |
| D003266 | Continuity of Patient Care |
| D005791 | Patient Care |
| D013812 | Therapeutics |
| D006296 | Health Services |
| D005159 | Health Care Facilities Workforce and Services |
| D009043 | Motor Activity |
| D009068 | Movement |
| D009142 | Musculoskeletal Physiological Phenomena |
| D055687 | Musculoskeletal and Neural Physiological Phenomena |
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