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The goal of the current project is to assess the efficacy of Central Executive Training (CET) for youth with ADHD. CET is a new, computerized training intervention that targets specific components of the working memory system. Two versions of CET were developed as part of our R34, each targeting a different combinations of executive functions. The final CET protocol reflects the contributions and feedback of a diverse group of caregivers, children with ADHD, and recognized experts in human cognition, ADHD treatment research, randomized control trial (RCT) intervention design methods, serious game theory and task design, cognitive training, and the role of executive dysfunction in ADHD.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| CET-Working Memory (WM) | Experimental | Central Executive Training: Working Memory |
|
| CET-Behavioral Inhibition (BI) | Active Comparator | Central Executive Training: Inhibitory Control |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Central Executive Training: Working Memory | Behavioral | Computerized working memory training |
|
| Measure | Description | Time Frame |
|---|---|---|
| ADHD symptoms | Average of T-scores on parent-report ADHD symptoms questionnaires (Attention Deficit Hyperactivity Disorder Rating Scale (ADHD-5) Inattention and Hyperactivity subscales, Behavioral Assessment System for Children (BASC-3) Inattention and Hyperactivity subscales) | Immediate post-treatment (within 2 weeks of final treatment session) |
| Measure | Description | Time Frame |
|---|---|---|
| Working Memory | Average of stimuli correct per trial on the Rapport phonological and visuospatial working memory tests | Immediate post-treatment (within 2 weeks of final treatment session) |
| Inhibitory control |
| Measure | Description | Time Frame |
|---|---|---|
| NIH List Sorting | Standard scores on NIH List Sorting test | Follow-up testing: 2-4 months after the post-treatment evaluation (variable time frame to account for school breaks) |
| Teacher-reported ADHD symptoms |
Inclusion Criteria:
Exclusion Criteria:
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Florida State University | Tallahassee | Florida | 32306 | United States |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 36561637 | Derived | Groves NB, Chan ESM, Marsh CL, Gaye F, Jaisle EM, Kofler MJ. Does central executive training and/or inhibitory control training improve emotion regulation for children with attention-deficit/hyperactivity disorder? A randomized controlled trial. Front Psychiatry. 2022 Dec 6;13:1034722. doi: 10.3389/fpsyt.2022.1034722. eCollection 2022. |
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| 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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| Central Executive Training: Inhibitory Control | Behavioral | Computerized inhibitory control training |
|
Average of performance on the stop-signal (stop-signal delay metric) and go/no-go tests (commission errors)
| Immediate post-treatment (within 2 weeks of final treatment session) |
| Actigraph-measured hyperactivity during working memory testing | Proportional integrating measure (PIM) units from autographs worn on non dominant wrist, left ankle, and right ankle during Rapport working memory tests. PIM units from each actigraph will be aggregated by summing them to create a Total Hyperactivity Score. | Immediate post-treatment (within 2 weeks of final treatment session) |
| Actigraph-measured hyperactivity during baseline | Proportional integrating measure (PIM) units from autographs worn on non dominant wrist, left ankle, and right ankle. During beginning and end of session baseline painting tasks (described in Rapport et al., 2009). PIM units from each actigraph will be aggregated by summing them to create a Total Hyperactivity Score. | Immediate post-treatment (within 2 weeks of final treatment session) |
Average of T-scores on teacher-report ADHD symptoms questionnaires (ADHD-5 Inattention and Hyperactivity subscales, BASC-3 Inattention and Hyperactivity subscales)
| Immediate post-treatment (within 2 weeks of final treatment session) |
| Academic performance rating scale (APRS) | Total score (T-score) for academic performance (teacher ratings) | Immediate post-treatment (within 2 weeks of final treatment session) |
| Children's Organizational Skills Scale (COSS) Parent Report | Parent-reported total organizational problems (T-score) | Immediate post-treatment (within 2 weeks of final treatment session) |
| Children's Organizational Skills Scale (COSS) Teacher Report | Teacher-reported total organizational problems (T-score) | Immediate post-treatment (within 2 weeks of final treatment session) |
| Social Skills: Parent Report | Parent-reported total score (standard score) on Social Skills Improvement System (SSIS) | Immediate post-treatment (within 2 weeks of final treatment session) |
| Social Skills: Teacher Report | Teacher-reported total score (standard score) on Social Skills Improvement System (SSIS) | Immediate post-treatment (within 2 weeks of final treatment session) |
| Parent-child relationship quality | Parent-reported total score (T-score) on Parent Relationship Questionnaire (PRQ) | Immediate post-treatment (within 2 weeks of final treatment session) |
| Kaufman Test of Educational Achievement Third Edition (KTEA-3) Reading Comprehension | Standard score on KTEA-3 Reading Comprehension subtest | Follow-up testing: 2-4 months after the post-treatment evaluation (variable time frame to account for school breaks) |
| Kaufman Test of Educational Achievement Third Edition (KTEA-3) Listening Comprehension | Standard score on KTEA-3 Listening Comprehension subtest | Follow-up testing: 2-4 months after the post-treatment evaluation (variable time frame to account for school breaks) |
| Kaufman Test of Educational Achievement Third Edition (KTEA-3) Reading Fluency | Standard score on KTEA-3 Reading Fluency subtest | Follow-up testing: 2-4 months after the post-treatment evaluation (variable time frame to account for school breaks) |
| Kaufman Test of Educational Achievement Third Edition (KTEA-3) Math Fluency | Standard score on KTEA-3 Math Fluency subtest | Follow-up testing: 2-4 months after the post-treatment evaluation (variable time frame to account for school breaks) |