Training of attention functions in children with attention deficit hyperactivity disorder

Abstract

Pharmacological treatment of children with ADHD has been shown to be successful; however, medication may not normalize attention functions. The present study was based on a neuropsychological model of attention and assessed the effect of an attention training program on attentional functioning of children with ADHD. Thirty-two children with ADHD and 16 healthy children participated in the study. Children with ADHD were randomly assigned to one of the two conditions, i.e., an attention training program which trained aspects of vigilance, selective attention and divided attention, or a visual perception training which trained perceptual skills, such as perception of figure and ground, form constancy and position in space. The training programs were applied in individual sessions, twice a week, for a period of four consecutive weeks. Healthy children did not receive any training. Alertness, vigilance, selective attention, divided attention, and flexibility were examined prior to and following the interventions. Children with ADHD were assessed and trained while on ADHD medications. Data analysis revealed that the attention training used in the present study led to significant improvements of various aspects of attention, including vigilance, divided attention, and flexibility, while the visual perception training had no specific effects. The findings indicate that attention training programs have the potential to facilitate attentional functioning in children with ADHD treated with ADHD drugs.

Attention Training in Schoolchildren Improves Attention but Fails to Enhance Fluid Intelligence

“…Thus, Karbach and Kray (2009) demonstrated both near transfer effects, with criterial tasks similar to training tasks, and far transfer effects, with criterial tasks not resembling the training tasks (see : Shipstead, Redrick, & Engle, 2010). Tucha et al (2011) also demonstrated effective training of attention. Thirty-six children diagnosed with ADHD and 16 healthy children (passive control group) participated in the study.…”

“…Such changes were not found in healthy control children or children who practiced perceptual tasks, indicating that the improvement did not stem from mere repetition of assessment with the same tasks. Tucha et al's (2011) study demonstrated both near and far transfer on previously untrained aspects of attention, but the author did not measure transfer to general intelligence. The current research therefore aimed at application of training tasks similar to those used in Tucha et al's (2011) study but also referring to all four aspects of attention highlighted by Coull (1998).…”

“…Tucha et al's (2011) study demonstrated both near and far transfer on previously untrained aspects of attention, but the author did not measure transfer to general intelligence. The current research therefore aimed at application of training tasks similar to those used in Tucha et al's (2011) study but also referring to all four aspects of attention highlighted by Coull (1998). In contrast to Tucha et al's study, we tested healthy children and controlled for possible delayed effects of training.…”

Autorijden met ADHD

“…Methodologische tekortkomingen van studies bestaan verder uit onduidelijke randomisatieprocedures, het niet beoordelen van medicatietrouw en de afwezigheid van placebo-en controlegroepen van personen zonder ADHD. Eerder onderzoek naar de farmaceutische behandeling van ADHD heeft aangetoond dat deze behandeling kan resulteren in verbeteringen in het gedrag en de cognitie, maar dat het gedrag en het cognitief functioneren er niet per definitie mee normaliseren [86][87][88][89]. Literatuur gerelateerd zijn aan rij-gerelateerde problemen (bijv.…”

ADHD diagnosis and treatment: exploring new areas of interest

“…As editors of the Attention-Deficit Hyperactivity Disorders, we are happy that some of these important areas of concern are addressed in the current issue. Tucha et al (2011) conducted an initial study assessing the impact of an attention training program based on a previous established neuropsychological model in improving attentional functioning of a small group of children with ADHD previously medicated. The intervention proposed was feasible to implement in clinical settings with adequate external validity (twice a week sessions per 4 weeks).…”