Attention Training for School-Aged Children With ADHD: Results of an Open Trial

Tamm, Leanne; Hughes, Carroll W.; Ames, Laure; Pickering, Joyce S.; Silver, Cheryl H.; Stavinoha, Peter L.; Castillo, Christine L.; Rintelmann, Jeanne; Moore, Jarrette; Foxwell, Aleksandra A.; Bolanos, S. Gina; Hines, Tabatha; Nakonezny, Paul A.; Emslie, Graham J.

doi:10.1177/1087054709347446

Cited by 57 publications

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“…(C) Neurobiological model of cognitive and motivational processes showing linear development of top down prefrontal control network relative to a ∩-shaped function for the development of valuation network (based on Somerville and Casey [84]). (D) Plot showing two discount curves based on four indifference points of a relatively impulsive person with ADHD and a more patient control participant; the arrow indicates the proposed effect of training on the discount curve Recent work using the same treatment design replicated these results in addition to recording improvements in inattentive symptoms and executive functioning [51], hyperactive impulsive symptoms, working memory, and fluid reasoning [52] as well as reading comprehension [53]. As noted by Posner and Rothbart [54], the promising results stemming from attentional training research provide encouragement to continue studying the effects of this intervention, both behaviorally and neurologically.…”

Section: Attention Trainingmentioning

confidence: 88%

“…Treatment may accelerate the development of these sensory processing regions, as well as the connections between them and the prefrontal cortex. This may explain why most studies using cognitive training, which typically have samples ranging in age from 7 to 14 years, demonstrate reliable results in attention and executive functions in contrast to inconsistent improvements in measures of impulsivity [47,48,51,52]. The effectiveness of cognitive training exercises that target functions, such as working memory and attention which are regulated by the top-down structures such as the prefrontal cortex, may be even more successful in later years, such as adolescence and young adulthood when the prefrontal cortex is undergoing significant changes.…”

Section: Developmental Considerations For Cognitive Trainingmentioning

confidence: 99%

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Training Cognition in ADHD: Current Findings, Borrowed Concepts, and Future Directions

et al. 2012

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With both its high prevalence and myriad of negative outcomes, Attention-Deficit/Hyperactivity Disorder (ADHD) demands a careful consideration of the efficacy of its treatment options. Although the benefits of medication have a robust empirical background, nonpharmaceutical interventions evoke particular interest, as they are often viewed more favorably by parents. This review pays special attention to the use of working memory and recent cognitive training attempts in ADHD, describing its cognitive, behavioral, and biological effects in relation to current neurological theory of the disorder. While these treatments have demonstrated positive effects on some measures, there are limitations, as studies have failed to demonstrate generalization to critical measures, such as teacher-rated classroom behaviors, and have provided limited but growing evidence of functionally significant improvements in behavior. There is also a clear lack of research on the effects of training on reward systems and self-control. These limitations may be addressed by broadening the scope and procedures of the training and incorporating research concepts from other fields of study. First, it is important to consider the developmental trajectories of brain regions in individuals with the disorder, as they may relate to the effectiveness of cognitive training. Notions from behavioral economics, including delay discounting and framing (i.e., context) manipulations that influence present orientation, also have applications in the study of cognitive training in ADHD. In considering these other domains, we may find new ways to conceptualize and enhance cognitive training in ADHD and, in turn, address current limitations of interventions that fall in this category.Keywords Attention deficit hyperactivity disorder . Treatment . Working memory training . Nonpharmacological . Delay discounting Need for Improved Treatments in ADHDAttention-deficit/hyperactivity disorder (ADHD) is a critical public health concern, given that it is the most common childhood behavioral disorder, with prevalence rates of at least 5 % [1,2]. ADHD is associated with negative outcomes in academic achievement, including lower reading and math achievement scores [3][4][5][6][7], lower high school completion rates [8] and an alarmingly high use of special education services [9]. Significantly elevated rates of antisocial behavior, increased arrests, and greater substance abuse exist in adolescents and adults with ADHD [9][10][11]. This constellation of negative outcomes underscores the need for additional ADHD treatments.There continues to be a great need to identify more effective and adjunctive interventions for ADHD. This is particularly true, given that current treatments do not appear to have long-term benefits once the intervention has been stopped. Some of the most compelling results on this issue come from the Multimodal Treatment Study of ADHD [12,13], the most comprehensive treatment study of ADHD to date. The study reported initial positive effects of med...

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Section: Attention Trainingmentioning

confidence: 88%

Section: Developmental Considerations For Cognitive Trainingmentioning

confidence: 99%

Training Cognition in ADHD: Current Findings, Borrowed Concepts, and Future Directions

et al. 2012

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“…Two large metaanalyses of observational studies which compare cognitive functions in patients with ADHD with healthy participants, founded Spatial working memory, impulse inhibition, and vigilance to be the most impaired functions (5,6). According to another study (1998), the deficits of ADHD may be characterized as inefficiencies in underlying attention networks that sub serve EF and may be amenable by training (7).…”

Section: Introductionmentioning

confidence: 99%

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

Joekar

Amiri

Birashk

et al. 2017

Iran J Psychiatry Behav Sci

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Background: Attention deficit hyperactivity disorder (ADHD) symptoms are difficult to treat. As ADHD is naturally a disorder of attention and related executive functions, attention training (ATT) has been considered as a treatment for the disorder. Although there are few studies investigating the utility of ATT in the ADHD population, published studies provide support for ATT in reducing the symptoms of ADHD. Objectives:The aim of the current study was to examine the effects of training attention on ADHD symptoms in a group of preschool-aged children at risk for ADHD disorder. Methods: In this study, a group of 5-year-old children (n = 30) with ADHD symptoms were assigned randomly to either a traininggroup who participated in 11 sessions of visual attention training based on Pay Attention Program or a non-trained control group. Both versions of Child symptom inventory-4 (CSI-4) were employed to assess ADHD symptoms based on parent and teacher's rating. Also the accuracy and the continuous performance of children were examined with Tolouse-Pierron test. The Assessment was performed in three phases: (1) before, (2) after, and (3) one month after the termination of training. Results: Results of the multivariate analysis of the covariance demonstrate that there was a significant difference (P < 0.05) in the decline of attention deficit symptoms between two groups based on teacher's rating at post-test. In addition, there was a significant decrease (P < 0.05) on the scores of omission error of Toulose-Pieron test at post-test and follow up for the training group. There was no significant reduction in hyperactivity symptoms in two groups. Conclusions: It seems that the performance of children's attention with ADHD improves by visual attention training.

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“…foi desenvolvido a partir dos princípios do APT para uso em crianças de 4 a 10 anos de idade, com o objetivo de intervir nas difi culdades de atenção sustentada, seletiva, alternada e dividida. Para Tamm et al (2010) o treinamento da atenção se concentra no treinamento de habilidades atencionais centrais usadas em muitas tarefas (melhorando a efi ciência da rede que permite a realização de uma tarefa específi ca). Por isso, um desempenho melhorado em várias tarefas é esperado, ou seja, a transferência do treinamento.…”

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“…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).…”

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

Barbosa¹,

Miranda²,

Bueno³

2014

Psicol. Reflex. Crit.

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ResumoEste estudo descreve o processo de tradução, adaptação e análise de aplicabilidade clínica do Programa Pay Attention! ao português do Brasil. O processo seguiu as etapas recomendadas internacionalmente para adequação de instrumentos a outros idiomas: tradução/adaptação baseado em normas que preservassem características originais bem como as da cultura; análise por juízes especialistas; estudos--piloto; análise de aplicabilidade clínica em um grupo de 10 crianças com TDAH. Os resultados dos estudos-piloto foram analisados qualitativamente na fase de tradução/adaptação. No grupo clínico, o programa foi aplicado em 20 sessões individuais analisando-se a evolução individual, conforme estabelecido no manual. Os resultados demonstraram que a versão em português do Pay Attention! está adequada, tornando-se um importante instrumento de intervenção nos Transtornos de Défi cit de Atenção em crianças. Palavras-chave: Atenção, reabilitação cognitiva, intervenção, Transtorno do Défi cit de Atenção e Hiperatividade. AbstractThis research report describes the translation, adaptation and analysis of clinical applicability process related to the Pay Attention! Program to Brazilian Portuguese. The process followed all the steps internationally recommended to adequate instruments to other languages: translation/adaptation based on rules that preserve original features and cultural characteristics; analysis by expert judges; pilot studies, and analysis of clinical applicability in a group of 10 children with Attention Defi cit and Hyperactivity Disorder (ADHD). Results of pilot studies were qualitatively analyzed in the phase of translation/adaptation. In the clinical group, the program was implemented in 20 individual sessions analyzing the individual evolution, as stated in the manual. Results showed that the Portuguese version of the Pay Attention! Program is appropriate, becoming an important tool for the interventions in attention defi cits in children. Keywords: Attention, cognitive rehabilitation, intervention, Attention Defi cit and Hyperactivity Disorder. A atenção é um dos sistemas mais importantes e complexos da cognição, do qual dependem outras tantas funções essenciais para a adaptação do organismo ao ambiente, como a memória e a aprendizagem. Devido a essa complexidade o sistema atencional tem sido amplamente estudado em modelos clínicos e experimentais (Driver, 2001;Hampshire, Chamberlain, Monti, Duncan, & Owen, 2010;Nahas & Xavier, 2004) Sohlberg e Mateer (1987) propuseram um dos modelos clínicos da atenção. Em seu "Modelo Clínico Atencional", o sistema é dividido em cinco níveis de processamento de complexidade crescente: (a) atenção focalizada; (b) atenção sustentada; (c) atenção seletiva, que incorpora o conceito "resistência à distração"; (d) atenção alternada; (e) atenção dividida.Para outros autores, a atenção também se encontra sob o conceito das Funções Executivas (FEs). Segundo as teorias neuropsicológicas, uma disfunção executiva interfere na capacidade de controlar o comportamento, resultando em pro...

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Attention Training for School-Aged Children With ADHD: Results of an Open Trial

Abstract: The findings suggest that a randomized clinical trial of Pay Attention! is warranted to investigate its viability as a treatment for attention and executive functioning deficits in ADHD.

Cited by 57 publications

References 27 publications

Training Cognition in ADHD: Current Findings, Borrowed Concepts, and Future Directions

Training Cognition in ADHD: Current Findings, Borrowed Concepts, and Future Directions

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

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

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