Hannah Elizabeth Kirk, Sally Richmond, Tori Gaunson, Meg Bennett, Alan Herschtal, Mark Bellgrove, Kim Cornish
{"title":"为期 5 周的数字干预，减少多动症儿童的注意力问题：双盲随机对照试验。","authors":"Hannah Elizabeth Kirk, Sally Richmond, Tori Gaunson, Meg Bennett, Alan Herschtal, Mark Bellgrove, Kim Cornish","doi":"10.1177/10870547241256269","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>Growing evidence suggests digital interventions may provide neurocognitive benefits for children with ADHD. This study aimed to investigate the efficacy of a digital attention intervention in children with ADHD.</p><p><strong>Method: </strong>In this double-blind randomized controlled trial 55 children with ADHD (5-9 years) were allocated to the intervention (<i>N</i> = 28) or control program (<i>N</i> = 27). Both programs were delivered via touchscreen tablets at home 5 days a week for 5 weeks. The primary outcome was change in the Test of Variables of Attention (TOVA) Attention Comparison Score (ACS) from pre- to post-intervention.</p><p><strong>Results: </strong>Participants who received the intervention had significantly greater improvements in the TOVA ACS from pre- to post-intervention than those in the control (<i>p</i> < .044). No intervention effects were observed on secondary outcomes assessing executive functioning, ADHD symptoms, or functional impairment.</p><p><strong>Conclusion: </strong>Collectively these findings provide insufficient evidence for the implementation of digital attention interventions for children with ADHD.</p>","PeriodicalId":15237,"journal":{"name":"Journal of Attention Disorders","volume":" ","pages":"1454-1466"},"PeriodicalIF":2.7000,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A 5-week Digital Intervention to Reduce Attention Problems in Children With ADHD: A Double-Blind Randomized Controlled Trial.\",\"authors\":\"Hannah Elizabeth Kirk, Sally Richmond, Tori Gaunson, Meg Bennett, Alan Herschtal, Mark Bellgrove, Kim Cornish\",\"doi\":\"10.1177/10870547241256269\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Objective: </strong>Growing evidence suggests digital interventions may provide neurocognitive benefits for children with ADHD. This study aimed to investigate the efficacy of a digital attention intervention in children with ADHD.</p><p><strong>Method: </strong>In this double-blind randomized controlled trial 55 children with ADHD (5-9 years) were allocated to the intervention (<i>N</i> = 28) or control program (<i>N</i> = 27). Both programs were delivered via touchscreen tablets at home 5 days a week for 5 weeks. The primary outcome was change in the Test of Variables of Attention (TOVA) Attention Comparison Score (ACS) from pre- to post-intervention.</p><p><strong>Results: </strong>Participants who received the intervention had significantly greater improvements in the TOVA ACS from pre- to post-intervention than those in the control (<i>p</i> < .044). No intervention effects were observed on secondary outcomes assessing executive functioning, ADHD symptoms, or functional impairment.</p><p><strong>Conclusion: </strong>Collectively these findings provide insufficient evidence for the implementation of digital attention interventions for children with ADHD.</p>\",\"PeriodicalId\":15237,\"journal\":{\"name\":\"Journal of Attention Disorders\",\"volume\":\" \",\"pages\":\"1454-1466\"},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2024-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Attention Disorders\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1177/10870547241256269\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/5/28 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHIATRY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Attention Disorders","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1177/10870547241256269","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/5/28 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"PSYCHIATRY","Score":null,"Total":0}
A 5-week Digital Intervention to Reduce Attention Problems in Children With ADHD: A Double-Blind Randomized Controlled Trial.
Objective: Growing evidence suggests digital interventions may provide neurocognitive benefits for children with ADHD. This study aimed to investigate the efficacy of a digital attention intervention in children with ADHD.
Method: In this double-blind randomized controlled trial 55 children with ADHD (5-9 years) were allocated to the intervention (N = 28) or control program (N = 27). Both programs were delivered via touchscreen tablets at home 5 days a week for 5 weeks. The primary outcome was change in the Test of Variables of Attention (TOVA) Attention Comparison Score (ACS) from pre- to post-intervention.
Results: Participants who received the intervention had significantly greater improvements in the TOVA ACS from pre- to post-intervention than those in the control (p < .044). No intervention effects were observed on secondary outcomes assessing executive functioning, ADHD symptoms, or functional impairment.
Conclusion: Collectively these findings provide insufficient evidence for the implementation of digital attention interventions for children with ADHD.
期刊介绍：
Journal of Attention Disorders (JAD) focuses on basic and applied science concerning attention and related functions in children, adolescents, and adults. JAD publishes articles on diagnosis, comorbidity, neuropsychological functioning, psychopharmacology, and psychosocial issues. The journal also addresses practice, policy, and theory, as well as review articles, commentaries, in-depth analyses, empirical research articles, and case presentations or program evaluations.
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