An Intervention Approach for Children with Teacher-and Parent-Identified Attentional Difficulties

Abstract

Using a multimodal and multi-informant method for diagnosis, we selected 33 children by teacher and parent nomination for attention and work completion problems that met DSM-IV criteria for attention-deficit/hyperactivity disorder (ADHD). Of the 33 children in this group, 21 participated in the initial intervention, and 12 were placed in an ADHD control group and received the intervention after pre- and posttesting. A similarly selected group of 21 children without difficulties in attention and work completion served as a control group. Each child was assessed on pre- and posttest measures of visual and auditory attention. After an 18-week intervention period that included attention and problem-solving training, all children in the intervention and control groups were retested on visual and auditory tasks. Children in both ADHD groups showed significantly poorer initial performance on the visual attention task. Whereas the ADHD intervention group showed commensurate performance to the nondisabled control group after training, the ADHD control group did not show significant improvement over the same period. Auditory attention was poorer compared to the control group for both ADHD groups initially and improved only for the ADHD intervention group. These findings are discussed as a possible intervention for children with difficulties in strategy selection in a classroom setting.

Effectiveness of a Visual Attention Training Program on the Reduction of ADHD Symptoms in Preschool Children at Risk for ADHD in Isfahan: A Pilot Study

“…Our results also reveal that after11 sessions of intervention, attention deficit symptoms significantly decrease based on a behavioral rating scale by teachers in the post-test assessment. The findings of the current study are in accordance with previous researches (11,13,21,22) . The effects, how-ever, were less evident for the ADHD symptoms based on parents' rating.…”

“…Although, there are some studies supporting the beneficial effects of attention training for children with ADHD and the results of our study were consistent with previous studies (11,13,21,22), the empirical evidence in this field is still insufficient. The lack of blinding and incomplete outcome data may result in an increased risk of systemic errors (bias) and small sample sizes may increase the risk of imprecision.…”

“…Whereas ADHD is naturally a disorder of attention, attention training (ATT) has been investigated as a feasible non-pharmacological alternative to treatment with stimulant medication. According to studies which investigate the efficiency of ATT as a treatment for ADHD (11)(12)(13)(14), ATT may be a promising approach for a non-pharmacological treatment of ADHD.…”

Psychosocial and Non-Pharmacological Treatments for Attention Deficit and Hyperactivity Disorder in Children and Adolescents

“…Si bien numerosos estudios reportaron resultados alentadores en la aplicación de programas de entrenamiento atencional en población con TDAh (Semrud-Clikeman et al, 1999;Tamm, 2009, Steiner, Sheldrick, Gotthelf y Perrin, 2011Shalev, Tsal y mevorach, 2007), tres meta-análisis arrojaron resultados menos espectaculares Rapport et al, 2013;Sonuga-Barke, Brandeis, Cortese y Coghill, 2013). En general los resultados de los estudios no ciegos suelen ser más optimistas que los reportados en estudios ciegos; se observaron resultados significativos pero pequeños sobre los síntomas de inatención; tamaño de efecto mayores en medidas objetivas de memoria de trabajo y reportes de mejoras en las funciones ejecutivas por parte de los padres; y no se observaron efectos sobre la hiperactividad, la impulsividad o el rendimiento académico Rapport et al, 2013;Sonuga-Barke et al, 2013).…”

Tradução e adaptação do Pay Attention - um programa de treinamento dos processos da atenção para crianças

“…mostraram que houve signifi cativas melhoras em uma série de medidas não-treinadas de atenção e efi ciência acadêmica (Kerns, Eso, & Thompson, 1999); alterações signifi cativas em medidas de atenção visual e auditiva, pré e pós-treino (Semrud-Clikeman, Harrington, Clinton, Connor, & Sylvester, 1998;Semrud-Clikeman et al, 1999); melhora dos sintomas de TDAH e das FEs relatadas por pais e terapeutas, bem como melhora de desempenho nos testes de raciocínio, fl exibilidade cognitiva e memória operacional (Tamm et al, 2010); efeitos signifi cativos da intervenção sobre os sintomas de TDAH (segundo os pais e profi ssionais clínicos), sobre a capacidade de se concentrar (auto-relato da criança), sobre o funcionamento executivo (relato dos pais), além de melhora em testes neuropsicológicos relacionados à capacidade de planejamento estratégico (Tamm et al, 2012).…”