201
|
Johnstone SJ, Roodenrys SJ, Johnson K, Bonfield R, Bennett SJ. Game-based combined cognitive and neurofeedback training using Focus Pocus reduces symptom severity in children with diagnosed AD/HD and subclinical AD/HD. Int J Psychophysiol 2017; 116:32-44. [PMID: 28257875 DOI: 10.1016/j.ijpsycho.2017.02.015] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2016] [Revised: 02/21/2017] [Accepted: 02/24/2017] [Indexed: 01/07/2023]
Abstract
Previous studies report reductions in symptom severity after combined working memory (WM) and inhibitory control (IC) training in children with AD/HD. Based on theoretical accounts of the role of arousal/attention modulation problems in AD/HD, the current study examined the efficacy of combined WM, IC, and neurofeedback training in children with AD/HD and subclinical AD/HD. Using a randomized waitlist control design, 85 children were randomly allocated to a training or waitlist condition and completed pre- and post-training assessments of overt behavior, trained and untrained cognitive task performance, and resting and task-related EEG activity. The training group completed twenty-five sessions of training using Focus Pocus software at home over a 7 to 8-week period. Trainees improved at the trained tasks, while enjoyment and engagement declined across sessions. After training, AD/HD symptom severity was reduced in the AD/HD and subclinical groups according to parents, and in the former group only according to blinded teachers and significant-others. There were minor improvements in two of six near-transfer tasks, and evidence of far-transfer of training effects in four of five far-transfer tasks. Frontal region changes indicated normalization of atypical EEG features with reduced delta and increased alpha activity. It is concluded that technology developments provide an interesting a vehicle for delivering interventions and that, while further research is needed, combined WM, IC, and neurofeedback training can reduce AD/HD symptom severity in children with AD/HD and may also be beneficial to children with subclinical AD/HD.
Collapse
Affiliation(s)
- Stuart J Johnstone
- School of Psychology, University of Wollongong, Wollongong, NSW, Australia; Early Start Research Institute, University of Wollongong, Wollongong, NSW, Australia.
| | - Steven J Roodenrys
- School of Psychology, University of Wollongong, Wollongong, NSW, Australia; Early Start Research Institute, University of Wollongong, Wollongong, NSW, Australia.
| | - Kirsten Johnson
- School of Psychology, University of Wollongong, Wollongong, NSW, Australia.
| | - Rebecca Bonfield
- School of Psychology, University of Wollongong, Wollongong, NSW, Australia.
| | - Susan J Bennett
- School of Psychology, University of Wollongong, Wollongong, NSW, Australia; Early Start Research Institute, University of Wollongong, Wollongong, NSW, Australia.
| |
Collapse
|
202
|
Hitchcock C, Westwell MS. A cluster-randomised, controlled trial of the impact of Cogmed Working Memory Training on both academic performance and regulation of social, emotional and behavioural challenges. J Child Psychol Psychiatry 2017; 58:140-150. [PMID: 27718248 DOI: 10.1111/jcpp.12638] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/05/2016] [Indexed: 11/30/2022]
Abstract
BACKGROUND We explored whether school-based Cogmed Working Memory Training (CWMT) may optimise both academic and psychological outcomes at school. Training of executive control skills may form a novel approach to enhancing processes that predict academic achievement, such as task-related attention, and thereby academic performance, but also has the potential to improve the regulation of emotion, social problems and behavioural difficulties. METHODS Primary school children (Mean age = 12 years, N = 148) were cluster-randomised to complete active CWMT, a nonadaptive/placebo version of CWMT, or no training. RESULTS No evidence was found for training effects on task-related attention when performing academic tasks, or performance on reading comprehension and mathematics tasks, or teacher-reported social, emotional and behavioural difficulties. CONCLUSIONS CWMT did not improve control of attention in the classroom, or regulation of social, emotional and behavioural difficulties.
Collapse
Affiliation(s)
- Caitlin Hitchcock
- Australian Research Council, Science of Learning Research Centre, Flinders University, Adelaide, SA, Australia.,Medical Research Council, Cognition and Brain Sciences Unit, Cambridge, UK
| | - Martin S Westwell
- Australian Research Council, Science of Learning Research Centre, Flinders University, Adelaide, SA, Australia
| |
Collapse
|
203
|
Gelman A, Geurts HM. The statistical crisis in science: how is it relevant to clinical neuropsychology? Clin Neuropsychol 2017; 31:1000-1014. [DOI: 10.1080/13854046.2016.1277557] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
Affiliation(s)
- Andrew Gelman
- Department of Statistics, Columbia University, New York, NY, USA
- Department of Political Science, Columbia University, New York, NY, USA
| | - Hilde M. Geurts
- Dutch ADHD and Autism Research Center, Department of Psychology, Brain and Cognition Section, University of Amsterdam, Amsterdam, The Netherlands
- Dr. Leo Kannerhuis, Department of Research, Development, and Innovation, Doorwerth, The Netherlands
| |
Collapse
|
204
|
Benzing V, Schmidt M. Cognitively and physically demanding exergaming to improve executive functions of children with attention deficit hyperactivity disorder: a randomised clinical trial. BMC Pediatr 2017; 17:8. [PMID: 28068954 PMCID: PMC5223426 DOI: 10.1186/s12887-016-0757-9] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/02/2016] [Accepted: 12/09/2016] [Indexed: 11/12/2022] Open
Abstract
BACKGROUND Attention deficit hyperactivity disorder (ADHD) is one of the most common mental disorders observed in childhood and adolescence. Its key symptoms - reduced attention, poor control of impulses as well as increased motor activity - are associated with decreased executive functions performance, finally affecting academic achievement. Although drug treatments usually show some effect, alternative treatments are continually being sought, due to lack of commitment and possible side effects. Cognitive trainings are frequently used with the objectives of increasing executive function performance. However, since transfer effects are limited and novelty and diversity are frequently ignored, interventions combining physical and cognitive demands targeting a broader range of cognitive processes are demanded. METHODS The aim of the study is to examine the effects of a cognitively and physically demanding exergame on executive functions of children with ADHD. In a randomised clinical trial, 66 girls and boys diagnosed with ADHD (age 8-12) will be assigned either to an 8-week exergame intervention group (three training sessions per week à 30 min) or a waiting-list control group. Before and afterwards, the executive function performance (computer-based tests), the sport motor performance and ADHD symptoms will be assessed. DISCUSSION The current study will offer insights into the effectiveness of a combination of cognitive and physical training using exergaming. Positive effects on the executive functions, sport motor performance and ADHD symptoms are hypothesized. Beneficial effects would mean a large degree of scalability (simple and cost-effective) and high utility for patients with ADHD. TRIAL REGISTRATION KEK BE 393/15 (March 8, 2016); DRKS00010171 (March 14, 2016).
Collapse
Affiliation(s)
- Valentin Benzing
- Institute of Sport Science, University of Bern, Bremgartenstrasse 145, 3012, Bern, Switzerland
| | - Mirko Schmidt
- Institute of Sport Science, University of Bern, Bremgartenstrasse 145, 3012, Bern, Switzerland.
| |
Collapse
|
205
|
Fridman M, Banaschewski T, Sikirica V, Quintero J, Chen KS. Access to diagnosis, treatment, and supportive services among pharmacotherapy-treated children/adolescents with ADHD in Europe: data from the Caregiver Perspective on Pediatric ADHD survey. Neuropsychiatr Dis Treat 2017; 13:947-958. [PMID: 28408828 PMCID: PMC5384740 DOI: 10.2147/ndt.s128752] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
BACKGROUND Attention-deficit/hyperactivity disorder (ADHD) is one of the most common childhood psychiatric disorders and negatively impacts caregivers' lives. Factors including barriers to accessing care, dissatisfaction with support services, and lack of caregiver resources may contribute to this. OBJECTIVES To report caregivers' experiences of ADHD diagnosis, behavioral therapy (BT), and supportive care for children/adolescents with ADHD. METHODS The Caregiver Perspective on Pediatric ADHD (CAPPA) survey included caregivers of children/adolescents (6-17 years) from ten European countries who were currently receiving/had received ADHD pharmacotherapy in the previous 6 months. Caregivers reported experiences of obtaining an ADHD diagnosis, access to BT, availability of caregiver resources, and level of health care/school support. Pan-EU and country-specific descriptive statistics are reported; responses were compared across countries. RESULTS Of 3,616 caregivers, 66% were female. Mean age of children/adolescents was 11.5 years; 80% were male. Mean time from the first doctor visit to diagnosis was 10.8 (95% confidence interval 10.2, 11.3) months; 31% of caregivers reported the greatest degrees of difficulty in obtaining an ADHD diagnosis; 44% of children/adolescents did not receive BT. Forty-seven percent of caregivers reported that sufficient resources were available, 44% were "very satisfied"/"satisfied" with medical care, and 50% found health care providers "very supportive"/"somewhat supportive". Mainstream schools were attended by 82% of children/adolescents. Of those, 67% of caregivers thought schools could help more with the child/adolescent's ADHD and 48% received extra help/special arrangement. Results varied significantly between countries (P<0.001, all parameters). CONCLUSION Almost a third of caregivers reported a high degree of difficulty in obtaining an ADHD diagnosis for their child/adolescent, less than half felt that sufficient resources were available, and gaps in support from health care providers/schools were identified. Findings underscore the need to improve access to diagnosis and provision of supportive services to enable better standards of care, and potentially reduce the impact of child/adolescent ADHD on caregivers' lives.
Collapse
Affiliation(s)
| | - Tobias Banaschewski
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim of the University of Heidelberg, Mannheim, Germany
| | - Vanja Sikirica
- Global Health Economics Outcomes Research and Epidemiology, Shire, Wayne, PA, USA
| | - Javier Quintero
- Psychiatry Department, Hospital Universitario Infanta Leonor, Complutense University, Madrid, Spain
| | - Kristina S Chen
- Global Health Economics Outcomes Research and Epidemiology, Shire, Lexington, MA, USA
| |
Collapse
|
206
|
Masson M, Franck N, Cellard C. Objectifs et enjeux de l’intervention cognitive en psychologie. ACTA ACUST UNITED AC 2017. [DOI: 10.46278/j.ncacn.20170807] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
Abstract
L’intervention cognitive est une pratique émergente de plus en plus utilisée par les professionnels en psychologie. Cependant, la place de l’intervention cognitive en psychologie demeure à l’heure actuelle assez ambiguë. L’Ordre des psychologues du Québec (OPQ) propose une définition de la psychothérapie dans laquelle le terme « cognition » apparaît. Cependant, cette définition ne permet ni de positionner l’intervention cognitive comme étant une psychothérapie, ni de l'insérer dans la liste des interventions non psychothérapeutiques. Le titre de psychothérapeute étant requis pour pratiquer la psychothérapie, ceci amène les psychologues à se questionner au sujet de l’intervention cognitive. Une proposition de définition de l’intervention cognitive et de réponse quant à sa réglementation est examinée dans une perspective neuropsychologique.
Collapse
|
207
|
Driving Simulator Performance in Novice Drivers with Autism Spectrum Disorder: The Role of Executive Functions and Basic Motor Skills. J Autism Dev Disord 2016; 46:1379-91. [PMID: 26676628 DOI: 10.1007/s10803-015-2677-1] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Previous studies have shown that individuals with autism spectrum disorder (ASD) demonstrate poorer driving performance than their peers and are less likely to obtain a driver's license. This study aims to examine the relationship between driving performance and executive functioning for novice drivers, with and without ASD, using a driving simulator. Forty-four males (ages 15-23), 17 with ASD and 27 healthy controls, completed paradigms assessing driving skills and executive functioning. ASD drivers demonstrated poorer driving performance overall and the addition of a working memory task resulted in a significant decrement in their performance relative to control drivers. Results suggest that working memory may be a key mechanism underlying difficulties demonstrated by ASD drivers and provides insight for future intervention programs.
Collapse
|
208
|
Zheng Y, Liang JM, Gao HY, Yang ZW, Jia FJ, Liang YZ, Fang F, Li R, Xie SN, Zhuo JM. An Open-label, Self-control, Prospective Study on Cognitive Function, Academic Performance, and Tolerability of Osmotic-release Oral System Methylphenidate in Children with Attention-deficit Hyperactivity Disorder. Chin Med J (Engl) 2016; 128:2988-97. [PMID: 26608976 PMCID: PMC4795269 DOI: 10.4103/0366-6999.168948] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
BACKGROUND Attention-deficit hyperactivity disorder (ADHD) is the most common mental and behavioral disorder in school-aged children. This study evaluated the effect of osmotic-release oral system (OROS) methylphenidate (MPH) on cognitive function and academic performance of Chinese school-aged children with ADHD. METHODS This 12-week, prospective, multicenter, open-label, self-controlled study enrolled 153 Chinese school-aged children with ADHD and 41 non-ADHD children. Children with ADHD were treated with once-daily OROS-MPH (18 mg, 36 mg, or 54 mg). The primary endpoints were Inattention/Overactivity (I/O) with Aggression Conners Behavior Rating Scale (IOWA) and Digit Span Test at week 12 compared with baseline. Secondary endpoints included opposition/defiant (O/D) subscale of IOWA, Clinical Global Impression (CGI), Coding Test, Stroop Color-word Test, Wisconsin Card Sorting Test (WCST), academic performance on teacher-rated school examinations, and safety at week 12 compared with baseline. Both non-ADHD and ADHD children received the same frequency of cognitive operational test to avoid the possible bias caused by training. RESULTS A total of 128 patients were evaluated with cognitive assessments. The OROS-MPH treatment significantly improved IOWA Conners I/O subscale scores at week 12 (3.8 ± 2.3) versus baseline (10.0 ± 2.4; P < 0.0001). Digit Span Test scores improved significantly (P < 0.0001) with a high remission rate (81.1%) at week 12 versus baseline. A significant (P < 0.0001) improvement was observed in O/D subscale of IOWA, CGI, Coding Test, Stroop Color-word Test, WCST, and academic performance at week 12 versus baseline. Very few practice-related improvements were noticed in the non-ADHD group at week 12 compared with baseline. No serious adverse events and deaths were reported during the study. CONCLUSIONS The OROS-MPH treatment effectively controlled symptoms of ADHD and significantly improved academic performance and cognitive function of Chinese school-aged children with ADHD. The treatment was found to be safe and generally well-tolerated over 12 weeks. TRIAL REGISTRATION ClinicalTrials.gov, NCT01933880; http://clinicaltrials.gov/ct2/show/NCT01933880?term=CONCERTAATT4099&rank=1.
Collapse
Affiliation(s)
- Yi Zheng
- Department of Pediatrics, Beijing Anding Hospital, Capital Medical University, Beijing 100088, China
| | | | | | | | | | | | | | | | | | | |
Collapse
|
209
|
Schwebel DC, Li P, McClure LA, Severson J. Evaluating a Website to Teach Children Safety with Dogs: A Randomized Controlled Trial. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2016; 13:ijerph13121198. [PMID: 27918466 PMCID: PMC5201339 DOI: 10.3390/ijerph13121198] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/31/2016] [Revised: 11/03/2016] [Accepted: 11/23/2016] [Indexed: 12/03/2022]
Abstract
Dog bites represent a significant threat to child health. Theory-driven interventions scalable for broad dissemination are sparse. A website was developed to teach children dog safety via increased knowledge, improved cognitive skills in relevant domains, and increased perception of vulnerability to bites. A randomized controlled trial was conducted with 69 children aged 4–5 randomly assigned to use the dog safety website or a control transportation safety website for ~3 weeks. Assessment of dog safety knowledge and behavior plus skill in three relevant cognitive constructs (impulse control, noticing details, and perspective-taking) was conducted both at baseline and following website use. The dog safety website incorporated interactive games, instructional videos including testimonials, a motivational rewards system, and messaging to parents concerning child lessons. Our results showed that about two-thirds of the intervention sample was not adherent to website use at home, so both intent-to-treat and per-protocol analyses were conducted. Intent-to-treat analyses yielded mostly null results. Per-protocol analyses suggested children compliant to the intervention protocol scored higher on knowledge and recognition of safe behavior with dogs following the intervention compared to the control group. Adherent children also had improved scores post-intervention on the cognitive skill of noticing details compared to the control group. We concluded that young children’s immature cognition can lead to dog bites. Interactive eHealth training on websites shows potential to teach children relevant cognitive and safety skills to reduce risk. Compliance to website use is a challenge, and some relevant cognitive skills (e.g., noticing details) may be more amenable to computer-based training than others (e.g., impulse control).
Collapse
Affiliation(s)
- David C Schwebel
- UAB Youth Safety Lab, Department of Psychology, College of Arts and Sciences, University of Alabama at Birmingham, Birmingham, AL 35294, USA.
| | - Peng Li
- Department of Biostatistics, School of Public Health, University of Alabama at Birmingham, Birmingham, AL 35294, USA.
| | - Leslie A McClure
- Department of Epidemiology & Biostatistics, Dornsife School of Public Health, Drexel University, Philadelphia, PA 19104, USA.
| | | |
Collapse
|
210
|
Stern A, Malik E, Pollak Y, Bonne O, Maeir A. The Efficacy of Computerized Cognitive Training in Adults With ADHD: A Randomized Controlled Trial. J Atten Disord 2016; 20:991-1003. [PMID: 24756172 DOI: 10.1177/1087054714529815] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Abstract
OBJECTIVE This is a randomized control trial examining the efficiency of computerized cognitive training (CCT) for adults with ADHD, comparing two training conditions with graded levels of executive cognitive demands. METHOD Adults with ADHD (n = 60) were randomized into study (n = 34) and control (n = 26) groups. Training was conducted with the computerized AttenFocus program. Control group received a simple, non-hierarchical version with less executive demands. RESULTS Significant positive changes in symptoms ratings, ecological measures of executive functions, and occupational performance were found in both groups. No significant changes were found in variables of neurocognitive performance battery and quality of life. No significant time by group interaction effects were found. CONCLUSION No benefits of the intervention were found relative to the control. Lack of interaction effects may be due to insufficient power, non-specific cognitive training or placebo effects. Results demonstrate some positive findings for general CCT, yet do not support the inclusion of specific higher level executive training.
Collapse
Affiliation(s)
- Adi Stern
- School of Occupational Therapy, Hadassah and Hebrew University of Jerusalem, Israel .,Department of Psychiatry, Hadassah Medical Center, Jerusalem, Israel
| | - Elad Malik
- Department of Psychiatry, Hadassah Medical Center, Jerusalem, Israel
| | - Yehuda Pollak
- Shaare Zedek Medical Center, Jerusalem, Israel.,Hebrew University of Jerusalem, Israel
| | - Omer Bonne
- Department of Psychiatry, Hadassah Medical Center, Jerusalem, Israel
| | - Adina Maeir
- School of Occupational Therapy, Hadassah and Hebrew University of Jerusalem, Israel
| |
Collapse
|
211
|
Azami S, Moghadas A, Sohrabi-Esmrood F, Nazifi M, Mirmohamad M, Hemmati F, Ahmadi A, Hamzeh-Poor P, Khari S, Lakes K. A pilot randomized controlled trial comparing computer-assisted cognitive rehabilitation, stimulant medication, and an active control in the treatment of ADHD. Child Adolesc Ment Health 2016; 21:217-224. [PMID: 32680341 DOI: 10.1111/camh.12157] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/29/2016] [Indexed: 11/27/2022]
Abstract
BACKGROUND This research aimed to compare computer-assisted cognitive rehabilitation (CACR) psychostimulants (MED) and placebo CACR (PCACR) in the treatment of ADHD using a multiarm parallel design. METHODS Thirty-four boys with ADHD, aged 7-12, were randomly assigned to either CACR (n = 12), MED (n = 11), or PCACR (n = 11). However, the study was not blinded and medication doses might be suboptimal given the lack of titration. Continuous performance test, Tower-of-London, forward/backward digit span, span board, Raven's progressive matrices, and SNAP-IV were completed at baseline, posttest, and follow-up. RESULTS Computer-assisted cognitive rehabilitation outperformed both MED and PCACR on backward digit span at posttest and PCACR at follow-up. CACR outperformed PCACR and MED on forward digit span at posttest and PCACR at follow-up. CACR outperformed MED on span board at posttest. CACR outperformed PCACR and MED on Raven's matrices at posttest. CACR and PCACR scored lower than MED on ADHD-PHI at posttest. CACR scored lower than MED on ADHD-C at posttest. CONCLUSIONS Immediately after interventions, CACR improved certain simple executive functions (EFs) as much as active stimulant medication. On complex EFs, CACR was superior to active stimulant medication and PCACR. CACR reduced behavioral symptoms of ADHD more than active stimulant medication. However, at 3-month follow-up, maintenance of the CACR gains was weak.
Collapse
Affiliation(s)
- Saeed Azami
- Department of Clinical and General Psychology, Allameh Tabatabai University, Tehran, Iran
| | - Alireza Moghadas
- Department of Clinical and General Psychology, Allameh Tabatabai University, Tehran, Iran
| | | | - Morteza Nazifi
- Department of Psychology, University of Bojnord, Bojnord, 9453155111, Iran
| | - Mahdieh Mirmohamad
- Institute for Brain and Cognitive Sciences, Shahid-Beheshti University, Tehran, Iran
| | - Fatemeh Hemmati
- Department of Psychology, Tarbiat Modares University, Tehran, Iran
| | - Ameneh Ahmadi
- Department of Clinical and General Psychology, Allameh Tabatabai University, Tehran, Iran
| | - Pariya Hamzeh-Poor
- Department of Clinical and General Psychology, Allameh Tabatabai University, Tehran, Iran
| | | | - Kimberley Lakes
- Department of Pediatrics, University of California, Irvine, CA, USA
| |
Collapse
|
212
|
Holmes J, Byrne EM, Gathercole SE, Ewbank MP. Transcranial Random Noise Stimulation Does Not Enhance the Effects of Working Memory Training. J Cogn Neurosci 2016; 28:1471-83. [DOI: 10.1162/jocn_a_00993] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/28/2023]
Abstract
Abstract
Transcranial random noise stimulation (tRNS), a noninvasive brain stimulation technique, enhances the generalization and sustainability of gains following mathematical training. Here it is combined for the first time with working memory training in a double-blind randomized controlled trial. Adults completed 10 sessions of Cogmed Working Memory Training with either active tRNS or sham stimulation applied bilaterally to dorsolateral pFC. Training was associated with gains on both the training tasks and on untrained tests of working memory that shared overlapping processes with the training tasks, but not with improvements on working memory tasks with distinct processing demands or tests of other cognitive abilities (e.g., IQ, maths). There was no evidence that tRNS increased the magnitude or transfer of these gains. Thus, combining tRNS with Cogmed Working Memory Training provides no additional therapeutic value.
Collapse
|
213
|
Abstract
Although side effects and family concerns are common and long-term medication adherence is low, stimulant medications are a front-line treatment for attention-deficit/hyperactivity disorder (ADHD). Psychosocial treatments include classroom, family, and child-focused interventions that teach caregivers and teachers how to implement contingencies to shape behavior and provide children with skills to compensate for ADHD deficits. Such programs have a growing evidence-base and can be implemented alone or in conjunction with pharmacological treatments. The most efficacious psychosocial treatments for children with ADHD include Behavioral Parent Training, Behavioral Classroom Management, and Behavioral Peer Interventions, which all focus on contingency management by adults. Training interventions are increasingly used to teach organizational and interpersonal skills to children and adolescents. These treatments are found to improve functional outcomes associated with ADHD, including on-task behavior, compliance, academic performance, social relationships, and family functioning. Clinicians play an important role in educating families about psychosocial treatments for ADHD, increasing family motivation and engagement, and including these interventions in multimodal treatment plans for youth with ADHD across development. [Pediatr Ann. 2016;45(10):e367-e372.].
Collapse
|
214
|
Wexler BE, Iseli M, Leon S, Zaggle W, Rush C, Goodman A, Esat Imal A, Bo E. Cognitive Priming and Cognitive Training: Immediate and Far Transfer to Academic Skills in Children. Sci Rep 2016; 6:32859. [PMID: 27615029 PMCID: PMC5018694 DOI: 10.1038/srep32859] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2016] [Accepted: 08/11/2016] [Indexed: 11/20/2022] Open
Abstract
Cognitive operations are supported by dynamically reconfiguring neural systems that integrate processing components widely distributed throughout the brain. The inter-neuronal connections that constitute these systems are powerfully shaped by environmental input. We evaluated the ability of computer-presented brain training games done in school to harness this neuroplastic potential and improve learning in an overall study sample of 583 second-grade children. Doing a 5-minute brain-training game immediately before math or reading curricular content games increased performance on the curricular content games. Doing three 20-minute brain training sessions per week for four months increased gains on school-administered math and reading achievement tests compared to control classes tested at the same times without intervening brain training. These results provide evidence of cognitive priming with immediate effects on learning, and longer-term brain training with far-transfer or generalized effects on academic achievement.
Collapse
Affiliation(s)
- Bruce E Wexler
- Department of Psychiatry Yale University School of Medicine, 34 Park St, New Haven, CT 05619, USA
| | - Markus Iseli
- National Center for Research on Evaluation, Standards, and Student Testing, CRESST/UCLA, 300 Charles E. Young Drive North, Los Angeles, CA, 90095USA
| | - Seth Leon
- National Center for Research on Evaluation, Standards, and Student Testing, CRESST/UCLA, 300 Charles E. Young Drive North, Los Angeles, CA, 90095USA
| | - William Zaggle
- C8 Sciences, 5 Science Park, New Haven, CT 06511, 970-371-1795, USA
| | - Cynthia Rush
- Department of Statistics, Yale University, 24 Hilhouse Ave, New Haven CT, 06511, USA
| | - Annette Goodman
- New Initiatives, 6 Cedar Lane, Cedarhurst, NY 11516, 917-584-0137, USA
| | - A Esat Imal
- Department of Psychiatry Yale University School of Medicine, 34 Park St, New Haven, CT 05619, USA
| | - Emily Bo
- National Center for Research on Evaluation, Standards, and Student Testing, CRESST/UCLA, 300 Charles E. Young Drive North, Los Angeles, CA, 90095USA
| |
Collapse
|
215
|
Gathercole SE, Dunning DL, Holmes J, Norris D. Working memory training involves learning new skills. JOURNAL OF MEMORY AND LANGUAGE 2016; 105:19-42. [PMID: 31235992 PMCID: PMC6591133 DOI: 10.1016/j.jml.2018.10.003] [Citation(s) in RCA: 110] [Impact Index Per Article: 13.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
We present a new framework characterizing training-induced changes in WM as the acquisition of novel cognitive routines akin to learning a new skill. Predictions were tested in three studies analyzing the transfer between WM tasks following WM training. Study 1 reports a meta-analysis establishing substantial transfer when trained and untrained tasks shared either a serial recall, complex span or backward span paradigm. Transfer was weaker for serial recall of verbal than visuo-spatial material, suggesting that this paradigm is served by an existing verbal STM system and does not require a new routine. Re-analysis of published WM training data in Study 2 showed that transfer was restricted to tasks sharing properties proposed to require new routines. In a re-analysis of data from four studies, Study 3 demonstrated that transfer was greatest for children with higher fluid cognitive abilities. These findings suggest that development of new routines depends on general cognitive resources and that they can only be applied to other similarly-structured tasks.
Collapse
Affiliation(s)
- Susan E. Gathercole
- MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge CB2 7EF, England, United Kingdom
| | - Darren L. Dunning
- MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge CB2 7EF, England, United Kingdom
| | - Joni Holmes
- MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge CB2 7EF, England, United Kingdom
| | - Dennis Norris
- MRC Cognition and Brain Sciences Unit, University of Cambridge, 15 Chaucer Road, Cambridge CB2 7EF, England, United Kingdom
| |
Collapse
|
216
|
Satapathy S, Choudhary V, Sharma R, Sagar R. Nonpharmacological Interventions for Children with Attention Deficit Hyperactivity Disorder in India: A Comprehensive and Comparative Research Update. Indian J Psychol Med 2016; 38:376-385. [PMID: 27833218 PMCID: PMC5052948 DOI: 10.4103/0253-7176.191382] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
Abstract
The nonpharmacological treatments for children with attention deficit hyperactivity disorder (ADHD) have witnessed a sea change from a rudimentary and haphazard psychosocial to cognitive interventions to social and behavioral skills to body oriented interventions to more sophisticated neurocognitive interventions. As the objective of each treatment varied, the method or procedure of each treatment also differed across studies. Indian research although not very rigorous, did witness changes emphasizing on exploring interventions in reducing symptoms and improving overall behavior. The research literature between 2005 and 2015 was searched using PubMed, Google Scholar, IndMED, MedIND, ResearchGate, and other indexed databases. Results of 110 studies were organized into five broad categories of themes of interventions such as psychosocial, body-focused, cognitive/neuro-cognitive, and cognitive behavioral. Effects of ADHD on cognitive, academic, and behavioral outcomes were also highlighted before the themes of intervention to establish linkage with discussion. However, a limited number (n = 9) of reported Indian studies focusing either on the impact of ADHD on the function of children or on interventions were found, suggesting a huge gap between global and Indian research in the area of children with ADHD. It also highlights the need for development and efficacy testing of indigenous intervention program in different areas of intervention for research and clinical practice.
Collapse
Affiliation(s)
- Sujata Satapathy
- Department of Psychiatry, All Institute of Medical Sciences, New Delhi, India
| | - Vandana Choudhary
- Department of Psychiatry, All Institute of Medical Sciences, New Delhi, India
| | - Renu Sharma
- Department of Psychiatry, All Institute of Medical Sciences, New Delhi, India
| | - Rajesh Sagar
- Department of Psychiatry, All Institute of Medical Sciences, New Delhi, India
| |
Collapse
|
217
|
Benyakorn S, Riley SJ, Calub CA, Schweitzer JB. Current State and Model for Development of Technology-Based Care for Attention Deficit Hyperactivity Disorder. Telemed J E Health 2016; 22:761-8. [PMID: 26985703 PMCID: PMC5031121 DOI: 10.1089/tmj.2015.0169] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2015] [Revised: 12/20/2015] [Accepted: 12/21/2015] [Indexed: 01/07/2023] Open
Abstract
INTRODUCTION Care (i.e., evaluation and intervention) delivered through technology is used in many areas of mental health services, including for persons with attention deficit hyperactivity disorder (ADHD). Technology can facilitate care for individuals with ADHD, their parents, and their care providers. The adoption of technological tools for ADHD care requires evidence-based studies to support the transition from development to integration into use in the home, school, or work for persons with the disorder. The initial phase, which is development of technological tools, has begun in earnest; however, the evidence base for many of these tools is lacking. In some instances, the uptake of a piece of technology into home use or clinical practice may be further along than the research to support its use. METHODS In this study, we review the current evidence regarding technology for ADHD and also propose a model to evaluate the support for other tools that have yet to be tested. RESULTS We propose using the Research Domain Criteria as a framework for evaluating the tools' relationships to dimensions related to ADHD. CONCLUSION This article concludes with recommendations for testing new tools that may have promise in improving the evaluation or treatment of persons with ADHD.
Collapse
Affiliation(s)
- Songpoom Benyakorn
- Department of Psychiatry, Faculty of Medicine, Srinakharinwirot University, Ongkharak, Nakhonnayok, Thailand
- Department of Psychiatry, University of California, Davis, Sacramento, California
- MIND Institute, University of California, Davis, Sacramento, California
| | - Steven J. Riley
- Department of Psychiatry, University of California, Davis, Sacramento, California
- MIND Institute, University of California, Davis, Sacramento, California
| | - Catrina A. Calub
- Department of Psychiatry, University of California, Davis, Sacramento, California
- MIND Institute, University of California, Davis, Sacramento, California
| | - Julie B. Schweitzer
- Department of Psychiatry, University of California, Davis, Sacramento, California
- MIND Institute, University of California, Davis, Sacramento, California
| |
Collapse
|
218
|
Gibson BS, Gondoli DM, Ralph KJ, Sztybel P. Application of the dual-component model of working memory to ADHD:Greater secondary memory deficit despite confounded cognitive differences. Child Neuropsychol 2016; 24:61-81. [PMID: 27581496 DOI: 10.1080/09297049.2016.1225706] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
The dual-component model postulates that working memory capacity consists of two dissociable components: maintenance in primary memory (PM) and retrieval from secondary memory (SM). Recent application of this model to attention-deficit/hyperactivity disorder (ADHD) has revealed that the SM component is more deficient than the PM component across both verbal and spatial modalities. The present study attempts to strengthen this conclusion by addressing two weaknesses in the previous study. First, the present study shows that the SM component continues to be more deficient than the PM component across both modalities under conditions in which (1) all participants were instructed to use the same recall strategy (resulting in the exclusion of fewer participants); and, (2) individual differences in this strategy were controlled. Second, the present study also documents a group difference in word reading efficiency that is confounded with diagnostic status and that might have influenced estimates of PM and SM capacities in the verbal modality. However, although the SM component is more deficient than the PM component in the ADHD group, the magnitude of this interaction does not vary as a function task modality. These findings are interpreted to suggest that the pattern of WM deficiencies observed are part of a causal pathway that can lead to the symptoms of ADHD, as well as to impairments in reading (and intelligence) due to overlapping cue-dependent retrieval mechanisms. These findings provide additional support for the notion that the SM component of WM is an important and neglected target for treatment.
Collapse
Affiliation(s)
- Bradley S Gibson
- a Department of Psychology , University of Notre Dame , Notre Dame , IN , USA
| | - Dawn M Gondoli
- a Department of Psychology , University of Notre Dame , Notre Dame , IN , USA
| | - Kathryn J Ralph
- a Department of Psychology , University of Notre Dame , Notre Dame , IN , USA
| | - Pedro Sztybel
- a Department of Psychology , University of Notre Dame , Notre Dame , IN , USA
| |
Collapse
|
219
|
Flood E, Gajria K, Sikirica V, Dietrich CN, Romero B, Harpin V, Banaschewski T, Quintero J, Erder MH, Fridman M, Chen K. The Caregiver Perspective on Paediatric ADHD (CAPPA) survey: Understanding sociodemographic and clinical characteristics, treatment use and impact of ADHD in Europe. J Affect Disord 2016; 200:222-34. [PMID: 27137089 DOI: 10.1016/j.jad.2016.04.011] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/25/2015] [Revised: 03/16/2016] [Accepted: 04/11/2016] [Indexed: 10/21/2022]
Abstract
BACKGROUND Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder that affects the lives of patients and their families. The Caregiver Perspective on Paediatric ADHD (CAPPA) survey was conducted to evaluate the burden associated with ADHD in Europe and to identify unmet needs. Here, we describe sociodemographic and clinical characteristics, treatment use and impact of ADHD. METHODS The cross-sectional web-based CAPPA survey was fielded in 10 European countries among caregivers of children/adolescents (aged 6-17 years) with ADHD who were currently receiving or had received pharmacotherapy in the previous 6 months. RESULTS Data on 3688 completed CAPPA surveys were evaluated. Children/adolescents were diagnosed with ADHD at a mean age of 6.9 years; 80% were male. Most children/adolescents (56%) had undergone behavioural therapy. Overall, 78% of children/adolescents currently received ADHD pharmacotherapy; high rates of atypical antipsychotic use were reported in some countries. Overall, 23% of children/adolescents had repeated a school year and 4% had been expelled recently. Most caregivers (68-88%) reported difficulty with schoolwork, social interactions/activities and family relationships, even when the child/adolescent was receiving ADHD medication. Almost one third (31%) of caregivers felt the need to change employment status despite their child/adolescent receiving ADHD medication in 53% of these cases. LIMITATIONS Information was reported by caregivers recruited through market research panels; reporting, recall and selection biases may be present. CONCLUSION Variation across Europe was observed in characteristics of caregivers and children/adolescents with ADHD, and treatment use. Even with medication, ADHD compromised or negatively impacted caregivers' work and children/adolescents' schoolwork, their social interactions and family relationships.
Collapse
Affiliation(s)
| | - Kavita Gajria
- Global Health Economics Outcomes Research and Epidemiology, Shire, Wayne, PA, USA
| | - Vanja Sikirica
- Global Health Economics Outcomes Research and Epidemiology, Shire, Wayne, PA, USA
| | | | | | - Valerie Harpin
- Ryegate Children's Centre, Sheffield, South Yorkshire, UK
| | - Tobias Banaschewski
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim of the University of Heidelberg, Mannheim, Germany
| | - Javier Quintero
- Psychiatry Department, Hospital Universitario Infanta Leonor, Complutense University, Madrid, Spain
| | - M Haim Erder
- Global Health Economics Outcomes Research and Epidemiology, Shire, Wayne, PA, USA
| | | | - Kristina Chen
- Global Health Economics Outcomes Research and Epidemiology, Shire, Lexington, MA, USA
| |
Collapse
|
220
|
Bigorra A, Garolera M, Guijarro S, Hervás A. Long-term far-transfer effects of working memory training in children with ADHD: a randomized controlled trial. Eur Child Adolesc Psychiatry 2016; 25:853-67. [PMID: 26669692 DOI: 10.1007/s00787-015-0804-3] [Citation(s) in RCA: 53] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/15/2015] [Accepted: 11/25/2015] [Indexed: 11/26/2022]
Abstract
ADHD affects working memory (WM) and other executive functions (EFs) and thereby negatively impacts school performance, clinical symptoms and functional impairment. The main aim of this study was to analyse the efficacy of computerized WM training (CWMT) on EF rating scales. A secondary objective was to assess its efficacy on performance-based measures of EF (PBMEF), learning, clinical symptoms and functional impairment. 66 children with combined-type ADHD between 7 and 12 years of age from the Child and Adolescent Psychiatric Unit (Spain) were included in this randomized, double-blind, placebo-controlled, parallel-group clinical trial. The participants were randomized (1:1) to an experimental group (EG) (CWMT) (n = 36) or a control group (CG) (placebo training). Assessments were conducted at baseline (T0), 1-2 weeks (T1), and 6 months post-intervention (T2) with the administration of EF rating scales, PBMEF, measures of academic achievement, and questionnaires regarding clinical symptoms and functional impairment. Participants, parents, teachers and professionals who performed the cognitive assessments were blinded. Adjusted multiple linear regression analysis showed significant improvements in EF scales-parent version, from T1 to T2, on the metacognition index [p = 0.03, d' = -0.78 (95 % CI -1.28 to -0.27)] and on WM (also significant at T2-T0) and plan/organize subscales. Significant improvements were also noted in EF scales-teacher version, from T0 to T1 and T2, on the metacognitive index [p = 0.05, d' = -0.37 (95 % CI -0.86 to 0.12) T1-T0, p = 0.02, d' = -0.81 (95 % CI -1.31 to -0.30) T2-T0] and on the initiate, WM, monitor and shift subscales. There were also significant improvements in PBMEF, ADHD symptoms, and functional impairment. CWMT had a significant impact on ADHD deficits by achieving long-term far-transfer effects.
Collapse
Affiliation(s)
- Aitana Bigorra
- Programa de Doctorat de Psiquiatria, Universitat Autònoma de Barcelona, Barcelona, Spain.
- Child and Adolescent Mental Health Unit, Hospital Universitari Mútua Terrassa, Rambla de Egara 386-388, 08221, Terrassa, Barcelona, Spain.
- Clinical Research of Brain, Cognition and Behavior, Consorci Sanitari de Terrassa, Terrassa, Spain.
| | - Maite Garolera
- Clinical Research of Brain, Cognition and Behavior, Consorci Sanitari de Terrassa, Terrassa, Spain
- Neuropsychology Unit, Consorci Sanitari de Terrassa, Ctra. Torrebonica s/n, 08227, Terrassa, Barcelona, Spain
- Grup de Recerca Consolidat en Neuropsicologia (SGR0941), University of Barcelona, Barcelona, Spain
| | - Silvina Guijarro
- Child and Adolescent Mental Health Unit, Hospital Universitari Mútua Terrassa, Rambla de Egara 386-388, 08221, Terrassa, Barcelona, Spain
| | - Amaia Hervás
- Child and Adolescent Mental Health Unit, Hospital Universitari Mútua Terrassa, Rambla de Egara 386-388, 08221, Terrassa, Barcelona, Spain
| |
Collapse
|
221
|
Kofler MJ, Sarver DE, Spiegel JA, Day TN, Harmon SL, Wells EL. Heterogeneity in ADHD: Neurocognitive predictors of peer, family, and academic functioning. Child Neuropsychol 2016; 23:733-759. [PMID: 27472007 DOI: 10.1080/09297049.2016.1205010] [Citation(s) in RCA: 58] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Childhood attention-deficit/hyperactivity disorder (ADHD) is associated with impairments in peer, family, and academic functioning. Although impairment is required for diagnosis, children with ADHD vary significantly in the areas in which they demonstrate clinically significant impairment. However, relatively little is known about the mechanisms and processes underlying these individual differences. The current study examined neurocognitive predictors of heterogeneity in peer, family, and academic functioning in a well-defined sample of 44 children with ADHD aged 8-13 years (M = 10.31, SD = 1.42; 31 boys, 13 girls; 81% Caucasian). Reliable change analysis indicated that 98% of the sample demonstrated objectively-defined impairment on at least one assessed outcome measure; 65% were impaired in two or all three areas of functioning. ADHD children with quantifiable deficits in academic success and family functioning performed worse on tests of working memory (d = 0.68 to 1.09), whereas children with impaired parent-reported social functioning demonstrated slower processing speed (d = 0.53). Dimensional analyses identified additional predictors of peer, family, and academic functioning. Working memory abilities were associated with individual differences in all three functional domains, processing speed predicted social functioning, and inhibitory control predicted family functioning. These results add to a growing literature implicating neurocognitive abilities not only in explaining behavioral differences between ADHD and non-ADHD groups, but also in the substantial heterogeneity in ecologically-valid functional outcomes associated with the disorder.
Collapse
Affiliation(s)
- Michael J Kofler
- a Department of Psychology , Florida State University , Tallahassee , USA
| | - Dustin E Sarver
- b Department of Pediatrics, Center for Advancement of Youth , University of Mississippi Medical Center , Jackson , MS , USA
| | - Jamie A Spiegel
- a Department of Psychology , Florida State University , Tallahassee , USA.,c Florida Center for Reading Research , Florida State University , Tallahassee , USA
| | - Taylor N Day
- a Department of Psychology , Florida State University , Tallahassee , USA
| | - Sherelle L Harmon
- a Department of Psychology , Florida State University , Tallahassee , USA
| | - Erica L Wells
- a Department of Psychology , Florida State University , Tallahassee , USA
| |
Collapse
|
222
|
Do better executive functions buffer the effect of current parental depression on adolescent depressive symptoms? J Affect Disord 2016; 199:54-64. [PMID: 27085164 PMCID: PMC4871808 DOI: 10.1016/j.jad.2016.03.049] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/02/2015] [Revised: 02/05/2016] [Accepted: 03/12/2016] [Indexed: 11/23/2022]
Abstract
BACKGROUND Offspring of parents with a history of major depressive disorder (MDD) and especially those exposed to a current episode of parental depression have been found to be at increased risk for developing depression themselves. Exposure to a current parental depressive episode also reduces the efficacy of interventions in high risk or depressed adolescents. This highlights the need to identify protective factors for adolescents exposed to a current parental depressive episode. Executive functions serve as an important cognitive resource, involved in the ability to regulate mood and thoughts and cope with stressful events. This study examined the buffering role of two components of executive functioning, inhibitory control and mental flexibility, in the association between a current parental episode of MDD and adolescent depressive symptoms. METHODS A high-risk sample of 288 adolescent offspring of parents with recurrent major depressive disorder completed an Affective Go/No Go and a Verbal Fluency task. Parents and adolescents underwent psychiatric interviews. RESULTS In the presence of a current parental depressive episode in the parent, adolescents with better inhibitory control and mental flexibility had fewer depressive symptoms after controlling for age, gender and IQ. LIMITATIONS Participants were the offspring of depressed parents and it is not clear whether the protective effects of executive functioning observed here would generalise to other populations. CONCLUSIONS Executive functions may protect against adolescent depression in the presence of a parental depressive episode. It may be beneficial to target executive functions in preventive programs for individuals at high-risk for depression.
Collapse
|
223
|
Melby-Lervåg M, Redick TS, Hulme C. Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of "Far Transfer": Evidence From a Meta-Analytic Review. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2016; 11:512-34. [PMID: 27474138 PMCID: PMC4968033 DOI: 10.1177/1745691616635612] [Citation(s) in RCA: 474] [Impact Index Per Article: 59.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/15/2023]
Abstract
It has been claimed that working memory training programs produce diverse beneficial effects. This article presents a meta-analysis of working memory training studies (with a pretest-posttest design and a control group) that have examined transfer to other measures (nonverbal ability, verbal ability, word decoding, reading comprehension, or arithmetic; 87 publications with 145 experimental comparisons). Immediately following training there were reliable improvements on measures of intermediate transfer (verbal and visuospatial working memory). For measures of far transfer (nonverbal ability, verbal ability, word decoding, reading comprehension, arithmetic) there was no convincing evidence of any reliable improvements when working memory training was compared with a treated control condition. Furthermore, mediation analyses indicated that across studies, the degree of improvement on working memory measures was not related to the magnitude of far-transfer effects found. Finally, analysis of publication bias shows that there is no evidential value from the studies of working memory training using treated controls. The authors conclude that working memory training programs appear to produce short-term, specific training effects that do not generalize to measures of "real-world" cognitive skills. These results seriously question the practical and theoretical importance of current computerized working memory programs as methods of training working memory skills.
Collapse
Affiliation(s)
| | | | - Charles Hulme
- Division of Psychology and Language Sciences, University College London, and Department of Special Needs Education, University of Oslo
| |
Collapse
|
224
|
Dentz A, Parent V, Gauthier B, Guay MC, Romo L. L’entraînement de la mémoire de travail par le programme Cogmed et le TDAH. PSYCHOLOGIE FRANCAISE 2016. [DOI: 10.1016/j.psfr.2015.06.002] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
|
225
|
Stevens MC, Gaynor A, Bessette KL, Pearlson GD. A preliminary study of the effects of working memory training on brain function. Brain Imaging Behav 2016; 10:387-407. [PMID: 26138580 PMCID: PMC4698365 DOI: 10.1007/s11682-015-9416-2] [Citation(s) in RCA: 35] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
Working memory (WM) training improves WM ability in Attention-Deficit/Hyperactivity Disorder (ADHD), but its efficacy for non-cognitive ADHD impairments ADHD has been sharply debated. The purpose of this preliminary study was to characterize WM training-related changes in ADHD brain function and see if they were linked to clinical improvement. We examined 18 adolescents diagnosed with DSM-IV Combined-subtype ADHD before and after 25 sessions of WM training using a frequently employed approach (Cogmed™) using a nonverbal Sternberg WM fMRI task, neuropsychological tests, and participant- and parent-reports of ADHD symptom severity and associated functional impairment. Whole brain SPM8 analyses identified ADHD activation deficits compared to 18 non-ADHD control participants, then tested whether impaired ADHD frontoparietal brain activation would increase following WM training. Post hoc tests examined the relationships between neural changes and neurocognitive or clinical improvements. As predicted, WM training increased WM performance, ADHD clinical functioning, and WM-related ADHD brain activity in several frontal, parietal and temporal lobe regions. Increased left inferior frontal sulcus region activity was seen in all Encoding, Maintenance, and Retrieval Sternberg task phases. ADHD symptom severity improvements were most often positively correlated with activation gains in brain regions known to be engaged for WM-related executive processing; improvement of different symptom types had different neural correlates. The responsiveness of both amodal WM frontoparietal circuits and executive process-specific WM brain regions was altered by WM training. The latter might represent a promising, relatively unexplored treatment target for researchers seeking to optimize clinical response in ongoing ADHD WM training development efforts.
Collapse
Affiliation(s)
- Michael C Stevens
- Olin Neuropsychiatry Research Center, The Institute of Living / Hartford Hospital, 200 Retreat Avenue, Whitehall Building, Hartford, CT, 06106, USA.
- Department of Psychiatry, Yale University School of Medicine, New Haven, CT, USA.
| | - Alexandra Gaynor
- Olin Neuropsychiatry Research Center, The Institute of Living / Hartford Hospital, 200 Retreat Avenue, Whitehall Building, Hartford, CT, 06106, USA
| | - Katie L Bessette
- Olin Neuropsychiatry Research Center, The Institute of Living / Hartford Hospital, 200 Retreat Avenue, Whitehall Building, Hartford, CT, 06106, USA
| | - Godfrey D Pearlson
- Olin Neuropsychiatry Research Center, The Institute of Living / Hartford Hospital, 200 Retreat Avenue, Whitehall Building, Hartford, CT, 06106, USA
- Department of Psychiatry, Yale University School of Medicine, New Haven, CT, USA
| |
Collapse
|
226
|
Mishra J, Sagar R, Joseph AA, Gazzaley A, Merzenich MM. Training sensory signal-to-noise resolution in children with ADHD in a global mental health setting. Transl Psychiatry 2016; 6:e781. [PMID: 27070409 PMCID: PMC4872403 DOI: 10.1038/tp.2016.45] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/18/2015] [Revised: 01/22/2016] [Accepted: 01/25/2016] [Indexed: 11/25/2022] Open
Abstract
Children with attention deficit/hyperactivity disorder (ADHD) have impaired focus on goal-relevant signals and fail to suppress goal-irrelevant distractions. To address both these issues, we developed a novel neuroplasticity-based training program that adaptively trains the resolution of challenging sensory signals and the suppression of progressively more challenging distractions. We evaluated this sensory signal-to-noise resolution training in a small sample, global mental health study in Indian children with ADHD. The children trained for 30 h over 6 months in a double-blind, randomized controlled trial. Training completers showed steady and significant improvements in ADHD-associated behaviors from baseline to post training relative to controls, and benefits sustained in a 6-month follow-up. Post-training cognitive assessments showed significant positive results for response inhibition and Stroop interference tests in training completers vs controls, while measures of sustained attention and short-term memory showed nonsignificant improvement trends. Further, training-driven improvements in distractor suppression correlated with the improved ADHD symptoms. This initial study suggests utility of signal-to-noise resolution training for children with ADHD; it emphasizes the need for further research on this intervention and substantially informs the design of a larger trial.
Collapse
Affiliation(s)
- J Mishra
- Sandler Neurosciences Center, Department of Neurology, University of California, San Francisco, San Francisco, CA, USA
- Department of Psychiatry, University of California, San Francisco, San Francisco, CA, USA
| | - R Sagar
- Department of Psychiatry, All India Institute of Medical Sciences, New Delhi, India
| | - A A Joseph
- Department of Psychiatry, All India Institute of Medical Sciences, New Delhi, India
| | - A Gazzaley
- Sandler Neurosciences Center, Department of Neurology, University of California, San Francisco, San Francisco, CA, USA
- Department of Psychiatry, University of California, San Francisco, San Francisco, CA, USA
- Department of Physiology, University of California, San Francisco, San Francisco, CA, USA
| | | |
Collapse
|
227
|
Baijot S, Slama H, Söderlund G, Dan B, Deltenre P, Colin C, Deconinck N. Neuropsychological and neurophysiological benefits from white noise in children with and without ADHD. Behav Brain Funct 2016; 12:11. [PMID: 26979812 PMCID: PMC4791764 DOI: 10.1186/s12993-016-0095-y] [Citation(s) in RCA: 36] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2015] [Accepted: 03/09/2016] [Indexed: 12/02/2022] Open
Abstract
Background Optimal stimulation theory and moderate brain arousal (MBA) model hypothesize that extra-task stimulation (e.g. white noise) could improve cognitive functions of children with attention-deficit/hyperactivity disorder (ADHD). We investigate benefits of white noise on attention and inhibition in children with and without ADHD (7–12 years old), both at behavioral and at neurophysiological levels. Methods Thirty children with and without ADHD performed a visual cued Go/Nogo task in two conditions (white noise or no-noise exposure), in which behavioral and P300 (mean amplitudes) data were analyzed. Spontaneous eye-blink rates were also recorded and participants went through neuropsychological assessment. Two separate analyses were conducted with each child separately assigned into two groups (1) ADHD or typically developing children (TDC), and (2) noise beneficiaries or non-beneficiaries according to the observed performance during the experiment. This latest categorization, based on a new index we called “Noise Benefits Index” (NBI), was proposed to determine a neuropsychological profile positively sensitive to noise. Results Noise exposure reduced omission rate in children with ADHD, who were no longer different from TDC. Eye-blink rate was higher in children with ADHD but was not modulated by white noise. NBI indicated a significant relationship between ADHD and noise benefit. Strong correlations were observed between noise benefit and neuropsychological weaknesses in vigilance and inhibition. Participants who benefited from noise had an increased Go P300 in the noise condition. Conclusion The improvement of children with ADHD with white noise supports both optimal stimulation theory and MBA model. However, eye-blink rate results question the dopaminergic hypothesis in the latter. The NBI evidenced a profile positively sensitive to noise, related with ADHD, and associated with weaker cognitive control.
Collapse
Affiliation(s)
- Simon Baijot
- Center for Research in Cognition and Neurosciences (CRCN), Université Libre de Bruxelles (ULB), Campus du Solbosch CP 191, Avenue F.D. Roosevelt 50, CP 151, 1050, Brussels, Belgium. .,Research Unit in Cognitive Neurosciences (UNESCOG), Université Libre de Bruxelles (ULB), 1050, Brussels, Belgium. .,Department of Neurology, Queen Fabiola Children's University Hospital (HUDERF), Université Libre de Bruxelles (ULB), Avenue Jean-Joseph Crocq, 15, 1020, Brussels, Belgium.
| | - Hichem Slama
- Center for Research in Cognition and Neurosciences (CRCN), Université Libre de Bruxelles (ULB), Campus du Solbosch CP 191, Avenue F.D. Roosevelt 50, CP 151, 1050, Brussels, Belgium.,Research Unit in Cognitive Neurosciences (UNESCOG), Université Libre de Bruxelles (ULB), 1050, Brussels, Belgium.,Neuropsychology and Functional Neuroimaging Research Group (UR2NF), Université Libre de Bruxelles (ULB), 1050, Brussels, Belgium.,Department of Clinical and Cognitive Neuropsychology, Erasme Hospital, Université Libre de Bruxelles (ULB), Route de Lennik, 808, 1070, Brussels, Belgium
| | - Göran Söderlund
- Faculty of Teacher Education and Sports, Sogn og Fjordane, University College, Sogndal, Norway
| | - Bernard Dan
- Department of Neurology, Queen Fabiola Children's University Hospital (HUDERF), Université Libre de Bruxelles (ULB), Avenue Jean-Joseph Crocq, 15, 1020, Brussels, Belgium.,Inkendaal Rehabilitation Hospital, Vlezenbeek, Belgium
| | - Paul Deltenre
- Laboratory of Cognitive and Sensory Neurophysiology, CHU Brugmann, Université Libre de Bruxelles (ULB), Place Van Gehuchten, 4, 1020, Brussels, Belgium
| | - Cécile Colin
- Center for Research in Cognition and Neurosciences (CRCN), Université Libre de Bruxelles (ULB), Campus du Solbosch CP 191, Avenue F.D. Roosevelt 50, CP 151, 1050, Brussels, Belgium.,Research Unit in Cognitive Neurosciences (UNESCOG), Université Libre de Bruxelles (ULB), 1050, Brussels, Belgium.,Laboratory of Cognitive and Sensory Neurophysiology, CHU Brugmann, Université Libre de Bruxelles (ULB), Place Van Gehuchten, 4, 1020, Brussels, Belgium
| | - Nicolas Deconinck
- Department of Neurology, Queen Fabiola Children's University Hospital (HUDERF), Université Libre de Bruxelles (ULB), Avenue Jean-Joseph Crocq, 15, 1020, Brussels, Belgium
| |
Collapse
|
228
|
Bul KCM, Kato PM, Van der Oord S, Danckaerts M, Vreeke LJ, Willems A, van Oers HJJ, Van Den Heuvel R, Birnie D, Van Amelsvoort TAMJ, Franken IHA, Maras A. Behavioral Outcome Effects of Serious Gaming as an Adjunct to Treatment for Children With Attention-Deficit/Hyperactivity Disorder: A Randomized Controlled Trial. J Med Internet Res 2016; 18:e26. [PMID: 26883052 PMCID: PMC4773597 DOI: 10.2196/jmir.5173] [Citation(s) in RCA: 54] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2015] [Revised: 12/17/2015] [Accepted: 01/04/2016] [Indexed: 11/25/2022] Open
Abstract
Background The need for accessible and motivating treatment approaches within mental health has led to the development of an Internet-based serious game intervention (called “Plan-It Commander”) as an adjunct to treatment as usual for children with attention-deficit/hyperactivity disorder (ADHD). Objective The aim was to determine the effects of Plan-It Commander on daily life skills of children with ADHD in a multisite randomized controlled crossover open-label trial. Methods Participants (N=170) in this 20-week trial had a diagnosis of ADHD and ranged in age from 8 to 12 years (male: 80.6%, 137/170; female: 19.4%, 33/170). They were randomized to a serious game intervention group (group 1; n=88) or a treatment-as-usual crossover group (group 2; n=82). Participants randomized to group 1 received a serious game intervention in addition to treatment as usual for the first 10 weeks and then received treatment as usual for the next 10 weeks. Participants randomized to group 2 received treatment as usual for the first 10 weeks and crossed over to the serious game intervention in addition to treatment as usual for the subsequent 10 weeks. Primary (parent report) and secondary (parent, teacher, and child self-report) outcome measures were administered at baseline, 10 weeks, and 10-week follow-up. Results After 10 weeks, participants in group 1 compared to group 2 achieved significantly greater improvements on the primary outcome of time management skills (parent-reported; P=.004) and on secondary outcomes of the social skill of responsibility (parent-reported; P=.04), and working memory (parent-reported; P=.02). Parents and teachers reported that total social skills improved over time within groups, whereas effects on total social skills and teacher-reported planning/organizing skills were nonsignificant between groups. Within group 1, positive effects were maintained or further improved in the last 10 weeks of the study. Participants in group 2, who played the serious game during the second period of the study (weeks 10 to 20), improved on comparable domains of daily life functioning over time. Conclusions Plan-It Commander offers an effective therapeutic approach as an adjunct intervention to traditional therapeutic ADHD approaches that improve functional outcomes in daily life. Trial Registration International Standard Randomized Controlled Trial Number (ISRCTN): 62056259; http://www.controlled-trials.com/ISRCTN62056259 (Archived by WebCite at http://www.webcitation.org/6eNsiTDJV).
Collapse
Affiliation(s)
- Kim C M Bul
- Yulius Academy, Yulius Mental Health Care Organization, Barendrecht, Netherlands.
| | | | | | | | | | | | | | | | | | | | | | | |
Collapse
|
229
|
Liu ZX, Glizer D, Tannock R, Woltering S. EEG alpha power during maintenance of information in working memory in adults with ADHD and its plasticity due to working memory training: A randomized controlled trial. Clin Neurophysiol 2016; 127:1307-1320. [DOI: 10.1016/j.clinph.2015.10.032] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2015] [Revised: 09/15/2015] [Accepted: 10/07/2015] [Indexed: 01/30/2023]
|
230
|
Fujioka T, Takiguchi S, Yatsuga C, Hiratani M, Hong KEM, Shin MS, Cho S, Kosaka H, Tomoda A. Advanced Test of Attention in Children with Attention-Deficit/Hyperactivity Disorder in Japan for Evaluation of Methylphenidate and Atomoxetine Effects. CLINICAL PSYCHOPHARMACOLOGY AND NEUROSCIENCE 2016; 14:79-87. [PMID: 26792044 PMCID: PMC4730930 DOI: 10.9758/cpn.2016.14.1.79] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/09/2015] [Revised: 08/27/2015] [Accepted: 09/08/2015] [Indexed: 11/23/2022]
Abstract
Objective This study was conducted to validate the Advanced Test of Attention (ATA) of the visual attention version of Japanese children with attention deficit/hyperactivity disorder (ADHD) and to evaluate the efficacy of methylphenidate (OROS-MPH) and atomoxetine medications. Methods To assess pharmacotherapy efficacy, the visual version of ATA was administered to 42 children with ADHD. Results were assessed using discriminant analysis, ANOVA for indices of ATA before and after medication treatment, and correlation analysis between the improvement of indices of ATA and clinical symptoms during medication treatment. Results Discriminant analysis showed that 69.0% of ADHD children were assigned correctly. The T score of commission errors increased as the trial progressed on the medication-off condition. T scores of commission errors and standard deviation of response times on medication-on condition were low compared to the medication-off condition. A few significant correlations were found between the improvements of indices of ATA and ADHD-Rating Scale (RS) during treatment. Conclusion The performance of the visual version of ATA on medication-off condition reflected the features of ADHD. Furthermore, the medication treatment effects were confirmed sufficiently. In addition, results suggest that indices of ATA reflected aspects of ADHD symptoms that are difficult to elucidate for ADHD-RS. For assessing symptoms and effects of medical treatment in children with ADHD, ATA might be a useful assessment tool.
Collapse
Affiliation(s)
- Toru Fujioka
- Research Center for Child Mental Development, University of Fukui, Fukui, Japan.,Department of Neuropsychiatry, University of Fukui, Fukui, Japan
| | - Shinichiro Takiguchi
- Advanced Biomedical Sciences Course, Graduate School of Medical Sciences, University of Fukui, Fukui, Japan
| | - Chiho Yatsuga
- National Hospital Organization Hizen Psychiatric Center, Saga, Japan
| | - Michio Hiratani
- Hiratani Clinic for Developmental Disorders of Children, Fukui, Japan
| | - Kang-E M Hong
- Department of Psychiatry, Seoul National University College of Medicine, Seoul, Korea
| | - Min-Sup Shin
- Department of Child and Adolescent Psychiatry, Seoul National University College of Medicine, Seoul, Korea
| | - Sungzoon Cho
- Department of Industrial Engineering, Seoul National University College of Engineering, Seoul, Korea
| | - Hirotaka Kosaka
- Research Center for Child Mental Development, University of Fukui, Fukui, Japan.,Department of Neuropsychiatry, University of Fukui, Fukui, Japan
| | - Akemi Tomoda
- Research Center for Child Mental Development, University of Fukui, Fukui, Japan
| |
Collapse
|
231
|
Good Holders, Bad Shufflers: An Examination of Working Memory Processes and Modalities in Children with and without Attention-Deficit/Hyperactivity Disorder. J Int Neuropsychol Soc 2016; 22:1-11. [PMID: 26714882 DOI: 10.1017/s1355617715001010] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
Abstract
The aim of this study was to examine working memory (WM) modalities (visual-spatial and auditory-verbal) and processes (maintenance and manipulation) in children with and without attention-deficit/hyperactivity disorder (ADHD). The sample consisted of 63 8-year-old children with ADHD and an age- and sex-matched non-ADHD comparison group (N=51). Auditory-verbal and visual-spatial WM were assessed using the Digit Span and Spatial Span subtests from the Wechsler Intelligence Scale for Children Integrated - Fourth Edition. WM maintenance and manipulation were assessed via forward and backward span indices, respectively. Data were analyzed using a 3-way Group (ADHD vs. non-ADHD)×Modality (Auditory-Verbal vs. Visual-Spatial)×Condition (Forward vs. Backward) Analysis of Variance (ANOVA). Secondary analyses examined differences between Combined and Predominantly Inattentive ADHD presentations. Significant Group×Condition (p=.02) and Group×Modality (p=.03) interactions indicated differentially poorer performance by those with ADHD on backward relative to forward and visual-spatial relative to auditory-verbal tasks, respectively. The 3-way interaction was not significant. Analyses targeting ADHD presentations yielded a significant Group×Condition interaction (p=.009) such that children with ADHD-Predominantly Inattentive Presentation performed differentially poorer on backward relative to forward tasks compared to the children with ADHD-Combined Presentation. Findings indicate a specific pattern of WM weaknesses (i.e., WM manipulation and visual-spatial tasks) for children with ADHD. Furthermore, differential patterns of WM performance were found for children with ADHD-Predominantly Inattentive versus Combined Presentations. (JINS, 2016, 22, 1-11).
Collapse
|
232
|
Motter JN, Pimontel MA, Rindskopf D, Devanand DP, Doraiswamy PM, Sneed JR. Computerized cognitive training and functional recovery in major depressive disorder: A meta-analysis. J Affect Disord 2016; 189:184-91. [PMID: 26437233 DOI: 10.1016/j.jad.2015.09.022] [Citation(s) in RCA: 189] [Impact Index Per Article: 23.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/26/2015] [Accepted: 09/15/2015] [Indexed: 10/23/2022]
Abstract
OBJECTIVE Depression is common, frequently resistant to antidepressant treatment, and associated with impairments in cognition and everyday functioning. Computerized cognitive training (CCT) paradigms offer potential to improve cognition, mood and everyday functioning, but their effectiveness is not well established. The goal of this article was to conduct a systematic review and meta-analysis to determine the efficacy of CCT in depressive disorders. METHOD A search was conducted to identify high quality randomized controlled CCT trials per PRISMA guidelines using PsycINFO and MEDLINE with the keywords "Cognitive training" or "Cognitive remediation" or "Cognitive rehabilitation" and "Depression". 9 randomized trials for depressed adults met inclusion criteria. Effect sizes (Hedge's g) were calculated for key outcome measures of mood symptom severity, daily functioning, and cognition. A 3-level Bayesian hierarchical linear model was used to estimate effect sizes for each domain and study. Publication bias was assessed using Classic Fail Safe N's and homogeneity was evaluated using Q and I(2) indexes. RESULTS Significant small-moderate effects for Symptom Severity (0.43) and Daily Functioning (0.72), and moderate-large effects for Attention (0.67), Working Memory (0.72), and Global Functioning (1.05) were found. No significant effects were found for Executive Functioning or Verbal Memory. Moderator variable analysis revealed decreased effect of CCT with age. Gender and concurrent medication treatment did not affect the results. LIMITATIONS Small sample size, short duration, pseudo-specificity, and high heterogeneity for Verbal Memory measures. CONCLUSIONS CCT is associated with improvement in depressive symptoms and everyday functioning, though produces inconsistent effects on cognition.
Collapse
Affiliation(s)
- Jeffrey N Motter
- The Graduate Center, City University of New York, USA; Queens College, City University of New York, USA
| | - Monique A Pimontel
- The Graduate Center, City University of New York, USA; Queens College, City University of New York, USA
| | | | | | | | - Joel R Sneed
- Queens College, City University of New York, USA; Columbia University and the New York State Psychiatric Institute, USA.
| |
Collapse
|
233
|
Peng P, Miller AC. Does attention training work? A selective meta-analysis to explore the effects of attention training and moderators. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2015.11.012] [Citation(s) in RCA: 35] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
|
234
|
Cognitive-behavioral therapy for externalizing disorders: A meta-analysis of treatment effectiveness. Behav Res Ther 2015; 75:60-71. [DOI: 10.1016/j.brat.2015.10.008] [Citation(s) in RCA: 64] [Impact Index Per Article: 7.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2015] [Revised: 10/23/2015] [Accepted: 10/28/2015] [Indexed: 01/09/2023]
|
235
|
Viterbori P, Usai MC, Traverso L, De Franchis V. How preschool executive functioning predicts several aspects of math achievement in Grades 1 and 3: A longitudinal study. J Exp Child Psychol 2015. [PMID: 26218333 DOI: 10.1016/j.jecp.2015.06.014] [Citation(s) in RCA: 43] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Affiliation(s)
- Paola Viterbori
- Department of Education Sciences, University of Genoa, 16128 Genoa, Italy.
| | - M Carmen Usai
- Department of Education Sciences, University of Genoa, 16128 Genoa, Italy
| | - Laura Traverso
- Department of Education Sciences, University of Genoa, 16128 Genoa, Italy
| | | |
Collapse
|
236
|
Bul KC, Franken IH, Van der Oord S, Kato PM, Danckaerts M, Vreeke LJ, Willems A, van Oers HJ, van den Heuvel R, van Slagmaat R, Maras A. Development and User Satisfaction of “Plan-It Commander,” a Serious Game for Children with ADHD. Games Health J 2015; 4:502-12. [DOI: 10.1089/g4h.2015.0021] [Citation(s) in RCA: 65] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Affiliation(s)
- Kim C.M. Bul
- Yulius Academy, Yulius Mental Health Care Organization, Barendrecht, The Netherlands
- Department of Clinical Psychology, Erasmus University of Rotterdam, Rotterdam, The Netherlands
| | - Ingmar H.A. Franken
- Department of Clinical Psychology, Erasmus University of Rotterdam, Rotterdam, The Netherlands
| | - Saskia Van der Oord
- Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium
- Department of Developmental Psychology, University of Amsterdam, Amsterdam, The Netherlands
- Cognitive Science Centre Amsterdam, University of Amsterdam, Amsterdam, The Netherlands
| | - Pamela M. Kato
- Serious Games Institute, Faculty of Engineering and Computing, Coventry University, Coventry, United Kingdom
| | | | - Leonie J. Vreeke
- Yulius Academy, Yulius Mental Health Care Organization, Barendrecht, The Netherlands
- Department of Clinical Psychology, Erasmus University of Rotterdam, Rotterdam, The Netherlands
| | - Annik Willems
- Venture & Incubation Centre, Janssen Pharmaceuticals, Beerse, Belgium
| | - Helga J.J. van Oers
- Department of Medical Affairs, Janssen Pharmaceuticals, Tilburg, The Netherlands
| | | | | | - Athanasios Maras
- Yulius Academy, Yulius Mental Health Care Organization, Barendrecht, The Netherlands
| |
Collapse
|
237
|
Alderson RM, Patros CHG, Tarle SJ, Hudec KL, Kasper LJ, Lea SE. [Formula: see text]Working memory and behavioral inhibition in boys with ADHD: An experimental examination of competing models. Child Neuropsychol 2015; 23:255-272. [PMID: 26563880 DOI: 10.1080/09297049.2015.1105207] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Abstract
Working memory (WM) and behavioral inhibition impairments have garnered significant attention as candidate core features, endophenotypes, and/or associated neurocognitive deficits of attention-deficit/hyperactivity disorder (ADHD). The relationship between ADHD-related WM and inhibition deficits remains relatively unclear, however, with inferences about the constructs' directional relationship stemming predominantly from correlational research. The current study utilized a dual-task paradigm to experimentally examine the relationship between ADHD-related WM and behavioral inhibition deficits. A total of 31 boys (15 ADHD and 16 typically developing [TD]) aged 8-12 years completed WM (1-back and 2-back), behavioral inhibition (stop-signal task [SST]), and dual-condition (1-back/SST and 2-back/SST) experimental tasks. Children with ADHD exhibited significant, large-magnitude WM deficits for the 1-back condition but were not significantly different from children in the TD group for the 2-back, 1-back/SST, and 2-back/SST conditions. Children with ADHD also exhibited significant inhibition deficits for the SST, 1-back/SST, and 2-back/SST conditions, but the within-group effect was not significant. The findings suggest that ADHD-related stop-signal demands are upstream, or compete for, resources involved in controlled-focused attention and/or other central executive (CE), WM processes.
Collapse
Affiliation(s)
- R Matt Alderson
- a Department of Psychology , Oklahoma State University , Stillwater , OK , USA
| | - Connor H G Patros
- a Department of Psychology , Oklahoma State University , Stillwater , OK , USA
| | - Stephanie J Tarle
- a Department of Psychology , Oklahoma State University , Stillwater , OK , USA
| | - Kristen L Hudec
- a Department of Psychology , Oklahoma State University , Stillwater , OK , USA
| | - Lisa J Kasper
- a Department of Psychology , Oklahoma State University , Stillwater , OK , USA
| | - Sarah E Lea
- a Department of Psychology , Oklahoma State University , Stillwater , OK , USA
| |
Collapse
|
238
|
Hwang S, White SF, Nolan ZT, Craig Williams W, Sinclair S, Blair RJR. Executive attention control and emotional responding in attention-deficit/hyperactivity disorder--A functional MRI study. NEUROIMAGE-CLINICAL 2015; 9:545-54. [PMID: 26640766 PMCID: PMC4632075 DOI: 10.1016/j.nicl.2015.10.005] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/23/2015] [Revised: 08/24/2015] [Accepted: 10/05/2015] [Indexed: 11/23/2022]
Abstract
Background There are suggestions that patients with attention-deficit/hyperactivity disorder (ADHD) show impairment in executive attention control and emotion regulation. This study investigated emotion regulation as a function of the recruitment of executive attention in patients with ADHD. Methods Thirty-five healthy children/adolescents (mean age = 13.91) and twenty-six children/adolescents with ADHD (mean age = 14.53) participated in this fMRI study. They completed the affective Stroop paradigm viewing positive, neutral and negative images under varying cognitive loads. A 3-way ANOVA (diagnosis-by-condition-by-emotion) was conducted on the BOLD response data. Following this, 2 3-way ANOVAs (diagnosis-by-condition-by-emotion) were applied to context-dependent psychophysiological interaction (gPPI) analyses generated from a dorsomedial frontal cortex and an amygdala seed (identified from the BOLD response ANOVA main effects of condition and emotion respectively). Results A diagnosis-by-condition interaction within dorsomedial frontal cortex revealed reduced recruitment of dorsomedial frontal cortex as a function of increased task demands in the children/adolescents with ADHD relative to healthy children/adolescents. The level of reduction in recruitment of dorsomedial frontal cortex was significantly correlated with symptom severity (total and hyperactivity) measured by Conner's Parent Report Scale in the children/adolescents with ADHD. In addition, analysis of gPPI data from a dorsomedial frontal cortex seed revealed significant diagnosis-by-condition interactions within lateral frontal cortex; connectivity between dorsomedial frontal cortex and lateral frontal cortex was reduced in the patients with ADHD relative to comparison youth during congruent and incongruent task trials relative to view trials. There were no interactions of group, or main effect of group, within the amygdala in the BOLD response ANOVA (though children/adolescents with ADHD showed increased responses to positive images within temporal cortical regions during task trials; identified by the diagnosis-by-condition-by-emotion interaction). However, analysis of gPPI data from an amygdala seed revealed decreased connectivity between amygdala and lentiform nucleus in the presence of emotional stimuli in children/adolescents with ADHD (diagnosis-by-emotion interaction). Conclusion The current study demonstrated disrupted recruitment of regions implicated in executive function and impaired connectivity within those regions in children/adolescents with ADHD. There were also indications of heightened representation of emotional stimuli in patients with ADHD. However, as the findings were specific for positive stimuli, the suggestion of a general failure in emotion regulation in ADHD was not supported. ADHD showed decreased dorsomedial frontal cortex activity with increased cognitive demand. Decreased dorsomedial frontal cortex activity was correlated with symptom severity of ADHD. Connectivity of dorsomedial frontal cortex–lateral frontal cortex was compromised in ADHD. ADHD showed increased activities in emotional responding areas to positive emotional stimuli.
Collapse
Affiliation(s)
- Soonjo Hwang
- Section on Affective Cognitive Neuroscience, National Institute of Mental Health, National Institutes of Health, Department of Health and Human Services, Bethesda, MD, USA
| | - Stuart F White
- Section on Affective Cognitive Neuroscience, National Institute of Mental Health, National Institutes of Health, Department of Health and Human Services, Bethesda, MD, USA
| | - Zachary T Nolan
- Pennsylvania State University College of Medicine, Hershey, PA, USA
| | - W Craig Williams
- Department of Psychology, Stanford University, Stanford, CA, USA
| | - Stephen Sinclair
- Section on Affective Cognitive Neuroscience, National Institute of Mental Health, National Institutes of Health, Department of Health and Human Services, Bethesda, MD, USA
| | - R J R Blair
- Section on Affective Cognitive Neuroscience, National Institute of Mental Health, National Institutes of Health, Department of Health and Human Services, Bethesda, MD, USA
| |
Collapse
|
239
|
Mawjee K, Woltering S, Tannock R. Working Memory Training in Post-Secondary Students with ADHD: A Randomized Controlled Study. PLoS One 2015; 10:e0137173. [PMID: 26397109 PMCID: PMC4580470 DOI: 10.1371/journal.pone.0137173] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2015] [Accepted: 08/12/2015] [Indexed: 12/03/2022] Open
Abstract
OBJECTIVES To determine whether standard-length computerized training enhances working memory (WM), transfers to other cognitive domains and shows sustained effects, when controlling for motivation, engagement, and expectancy. METHODS 97 post-secondary students (59.8% female) aged 18-35 years with Attention-Deficit/Hyperactivity Disorder, were randomized into standard-length adaptive Cogmed WM training (CWMT; 45-min/session), a shortened-length adaptive version of CWMT (15 min/session) that controlled for motivation, engagement and expectancy of change, or into a no training group (waitlist-control group). All three groups received weekly telephone calls from trained coaches, who supervised the CWMT and were independent from the research team. All were evaluated before and 3 weeks post-training; those in the two CWMT groups were also assessed 3 months post-training. Untrained outcome measures of WM included the WAIS-IV Digit Span (auditory-verbal WM), CANTAB Spatial Span (visual-spatial WM) and WRAML Finger Windows (visual-spatial WM). Transfer-of-training effects included measures of short-term memory, cognitive speed, math and reading fluency, complex reasoning, and ADHD symptoms. RESULTS Performance on 5/7 criterion measures indicated that shortened-length CWMT conferred as much benefit on WM performance as did standard-length training, with both CWMT groups improving more than the waitlist-control group. Only 2 of these findings remained robust after correcting for multiple comparisons. Follow-up analyses revealed that post-training improvements on WM performance were maintained for at least three months. There was no evidence of any transfer effects but the standard-length group showed improvement in task-specific strategy use. CONCLUSIONS This study failed to find robust evidence of benefits of standard-length CWMT for improving WM in college students with ADHD and the overall pattern of findings raise questions about the specificity of training effects. TRIAL REGISTRATION ClinicalTrials.gov NCT01657721.
Collapse
Affiliation(s)
| | - Steven Woltering
- University of Toronto, Toronto, Ontario, Canada
- Texas A&M University, College Station, Texas, United States of America
| | - Rosemary Tannock
- University of Toronto, Toronto, Ontario, Canada
- Hospital for Sick Children, Toronto, Ontario, Canada
| |
Collapse
|
240
|
Danielsson H, Zottarel V, Palmqvist L, Lanfranchi S. The effectiveness of working memory training with individuals with intellectual disabilities - a meta-analytic review. Front Psychol 2015; 6:1230. [PMID: 26347692 PMCID: PMC4538918 DOI: 10.3389/fpsyg.2015.01230] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2015] [Accepted: 08/03/2015] [Indexed: 11/13/2022] Open
Abstract
Working memory (WM) training has been increasingly popular in the last years. Previous studies have shown that individuals with intellectual disabilities (ID) have low WM capacity and therefore would benefit by this type of intervention. The aim of this study was to investigate the effect of WM and cognitive training for individuals with ID. The effects reported in previous studies have varied and therefore a meta-analysis of articles in the major databases was conducted. Inclusion criteria included to have a pretest-posttest design with a training group and a control group and to have measures of WM or short-term memory. Ten studies with 28 comparisons were included. The results reveal a significant, but small, overall pretest-posttest effect size (ES) for WM training for individuals with ID compared to controls. A mixed WM approach, including both verbal and visuo-spatial components working mainly on strategies, was the only significant training type with a medium ES. The most commonly reported training type, visuo-spatial WM training, was performed in 60 percent of the included comparisons and had a non-significant ES close to zero. We conclude that even if there is an overall effect of WM training, a mixed WM approach appears to cause this effect. Given the few studies included and the different characteristics of the included studies, interpretations should be done with caution. However, different types of interventions appear to have different effects. Even if the results were promising, more studies are needed to better understand how to design an effective WM intervention for this group and to understand if, and how, these short-term effects remain over time and transfer to everyday activities.
Collapse
Affiliation(s)
- Henrik Danielsson
- Department of Behavioural Sciences and Learning, Linköping UniversityLinköping, Sweden
- The Swedish Institute for Disability ResearchLinköping, Sweden
| | - Valentina Zottarel
- Department of Developmental Psychology and Socialisation, University of PadovaPadova, Italy
| | - Lisa Palmqvist
- Department of Behavioural Sciences and Learning, Linköping UniversityLinköping, Sweden
- The Swedish Institute for Disability ResearchLinköping, Sweden
| | - Silvia Lanfranchi
- Department of Developmental Psychology and Socialisation, University of PadovaPadova, Italy
| |
Collapse
|
241
|
Jonkman LM, Hurks PP, Schleepen TMJ. Effects of memory strategy training on performance and event-related brain potentials of children with ADHD in an episodic memory task. Neuropsychol Rehabil 2015; 26:910-41. [DOI: 10.1080/09602011.2015.1070735] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
242
|
Re AM, Capodieci A, Cornoldi C. Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms. Front Psychol 2015; 6:1161. [PMID: 26300836 PMCID: PMC4526792 DOI: 10.3389/fpsyg.2015.01161] [Citation(s) in RCA: 24] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2015] [Accepted: 07/24/2015] [Indexed: 11/18/2022] Open
Abstract
The development of early intervention strategies for children with symptoms of Attention Deficit Hyperactivity Disorder (ADHD) is important because it provides an opportunity to prevent severe problems in the future. The main purpose of this investigation was to determine the efficacy of a group training for the control of attention, working memory and impulsive behaviors, involving 5-year-old children with ADHD symptoms. Twenty-six children with ADHD symptoms and 26 with typical development were randomly divided in two conditions. Thirteen children in each group were assigned to the training condition and the other to the business as usual condition (normal class activity). Children who participated in the intervention showed an improvement in the tasks measuring their control of attention, impulsive behavior, and working memory. Moreover, children with typical development who attended the training also improved their competencies. The results confirm the importance of an early intervention for preschool-age children with ADHD symptoms.
Collapse
Affiliation(s)
- Anna M. Re
- Department of Development and Socialization Psychology, University of PadovaPadova, Italy
| | - Agnese Capodieci
- Department of General Psychology, University of PadovaPadova, Italy
| | - Cesare Cornoldi
- Department of General Psychology, University of PadovaPadova, Italy
| |
Collapse
|
243
|
Cognitive remediation: potential novel brain-based treatment for bipolar disorder in children and adolescents. CNS Spectr 2015; 20:382-90. [PMID: 26135596 PMCID: PMC4722947 DOI: 10.1017/s109285291500036x] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Bipolar disorder (BD) is among the most impairing psychiatric disorders affecting children and adolescents, despite our best psychopharmacological and psychotherapeutic treatments. Cognitive remediation, defined as a behavioral intervention designed to improve cognitive functions so as to reduce psychiatric illness, is an emerging brain-based treatment approach that has thus far not been studied in pediatric BD. The present article reviews the basic principles of cognitive remediation, describes what is known about cognitive remediation in psychiatric disorders, and delineates potential brain/behavior alterations implicated in pediatric BD that might be targets for cognitive remediation. Emerging data show that cognitive remediation may be useful in children and adults with schizophrenia, ADHD, and anxiety disorders, and in adults with BD. Potential targets for cognitive remediation in pediatric BD include face processing, response inhibition, frustration, and cognitive flexibility. Further study is warranted to determine if cognitive remediation for these targets, or others, may serve as a novel, brain-based treatment for pediatric BD.
Collapse
|
244
|
van der Donk M, Hiemstra-Beernink AC, Tjeenk-Kalff A, van der Leij A, Lindauer R. Cognitive training for children with ADHD: a randomized controlled trial of cogmed working memory training and 'paying attention in class'. Front Psychol 2015; 6:1081. [PMID: 26284005 PMCID: PMC4516808 DOI: 10.3389/fpsyg.2015.01081] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2015] [Accepted: 07/13/2015] [Indexed: 12/26/2022] Open
Abstract
The goal of this randomized controlled trial was to replicate and extend previous studies of Cogmed Working Memory Training (CWMT) in children with Attention-deficit/hyperactivity disorder (ADHD). While a large proportion of children with ADHD suffer from academic difficulties, only few previous efficacy studies have taken into account long term academic outcome measures. So far, results regarding academic outcome measures have been inconsistent. Hundred and two children with ADHD between the age of 8 and 12 years (both medicated and medication naïve) participated in current randomized controlled trial. Children were randomly assigned to CWMT or a new active combined working memory- and executive function compensatory training called ‘Paying Attention in Class.’ Primary outcome measures were neurocognitive functioning and academic performance. Secondary outcome measures contained ratings of behavior in class, behavior problems, and quality of life. Assessment took place before, directly after and 6 months after treatment. Results showed only one replicated treatment effect on visual spatial working memory in favor of CWMT. Effects of time were found for broad neurocognitive measures, supported by parent and teacher ratings. However, no treatment or time effects were found for the measures of academic performance, behavior in class or quality of life. We suggest that methodological and non-specific treatment factors should be taken into account when interpreting current findings. Future trials with well-blinded measures and a third ‘no treatment’ control group are needed before cognitive training can be supported as an evidence-based treatment of ADHD. Future research should put more effort into investigating why, how and for whom cognitive training is effective as this would also potentially lead to improved intervention- and study designs.
Collapse
Affiliation(s)
- Marthe van der Donk
- Academic Medical Center, Department of Child and Adolescent Psychiatry, University of Amsterdam Amsterdam, Netherlands ; De Bascule, Academic Center for Child and Adolescent Psychiatry Duivendrecht, Netherlands
| | | | - Ariane Tjeenk-Kalff
- De Bascule, Academic Center for Child and Adolescent Psychiatry Duivendrecht, Netherlands
| | - Aryan van der Leij
- Research Institute of Child Development and Education, University of Amsterdam Amsterdam, Netherlands
| | - Ramón Lindauer
- Academic Medical Center, Department of Child and Adolescent Psychiatry, University of Amsterdam Amsterdam, Netherlands ; De Bascule, Academic Center for Child and Adolescent Psychiatry Duivendrecht, Netherlands
| |
Collapse
|
245
|
Monette S, Bigras M, Guay MC. Executive functions in kindergarteners with high levels of disruptive behaviours. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2015. [DOI: 10.1111/bjdp.12105] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
|
246
|
Cassanelli PM, Cladouchos ML, Fernández Macedo G, Sifonios L, Giaccardi LI, Gutiérrez ML, Gravielle MC, Wikinski S. Working memory training triggers delayed chromatin remodeling in the mouse corticostriatothalamic circuit. Prog Neuropsychopharmacol Biol Psychiatry 2015; 60:93-103. [PMID: 25724761 DOI: 10.1016/j.pnpbp.2015.02.011] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/16/2014] [Revised: 02/05/2015] [Accepted: 02/16/2015] [Indexed: 01/10/2023]
Abstract
Working memory is a cognitive function serving goal-oriented behavior. In the last decade, working memory training has been shown to improve performance and its efficacy for the treatment of several neuropsychiatric disorders has begun to be examined. Neuroimaging studies have contributed to elucidate the brain areas involved but little is known about the underlying cellular events. A growing body of evidence has provided a link between working memory and relatively long-lasting epigenetic changes. However, the effects elicited by working memory training at the epigenetic level remain unknown. In this study we establish an animal model of working memory training and explore the changes in histone H3 acetylation (H3K9,14Ac) and histone H3 dimethylation on lysine 27 (H3K27Me2) triggered by the procedure in the brain regions of the corticostriatothalamic circuit (prelimbic/infralimbic cortex (PrL/IL), dorsomedial striatum (DMSt) and dorsomedial thalamus (DMTh)). Mice trained on a spontaneous alternation task showed improved alternation scores when tested with a retention interval that disrupts the performance of untrained animals. We then determined the involvement of the brain areas of the corticostriatothalamic circuit in working memory training by measuring the marker of neuronal activation c-fos. We observed increased c-fos levels in PrL/IL and DMSt in trained mice 90min after training. These animals also presented lower immunoreactivity for H3K9,14Ac in DMSt 24h but not 90min after the procedure. Increases in H3K27Me2, a repressive chromatin mark, were found in the DMSt and DMTh 24h after the task. Altogether, we present a mouse model to study the cellular underpinnings of working memory training and provide evidence indicating delayed chromatin remodeling towards repression triggered by the procedure.
Collapse
Affiliation(s)
- Pablo Martín Cassanelli
- Instituto de Investigaciones Farmacológicas (UBA-CONICET), Junín 956, 5th Floor, C1113AAD Ciudad Autónoma de Buenos Aires, Argentina.
| | - María Laura Cladouchos
- Instituto de Investigaciones Farmacológicas (UBA-CONICET), Junín 956, 5th Floor, C1113AAD Ciudad Autónoma de Buenos Aires, Argentina
| | - Georgina Fernández Macedo
- Instituto de Investigaciones Farmacológicas (UBA-CONICET), Junín 956, 5th Floor, C1113AAD Ciudad Autónoma de Buenos Aires, Argentina
| | - Laura Sifonios
- Instituto de Investigaciones Farmacológicas (UBA-CONICET), Junín 956, 5th Floor, C1113AAD Ciudad Autónoma de Buenos Aires, Argentina
| | - Laura Inés Giaccardi
- Instituto de Investigaciones Farmacológicas (UBA-CONICET), Junín 956, 5th Floor, C1113AAD Ciudad Autónoma de Buenos Aires, Argentina
| | - María Laura Gutiérrez
- Instituto de Investigaciones Farmacológicas (UBA-CONICET), Junín 956, 5th Floor, C1113AAD Ciudad Autónoma de Buenos Aires, Argentina
| | - María Clara Gravielle
- Instituto de Investigaciones Farmacológicas (UBA-CONICET), Junín 956, 5th Floor, C1113AAD Ciudad Autónoma de Buenos Aires, Argentina
| | - Silvia Wikinski
- Instituto de Investigaciones Farmacológicas (UBA-CONICET), Junín 956, 5th Floor, C1113AAD Ciudad Autónoma de Buenos Aires, Argentina; 1ª Cátedra de Farmacología, Facultad de Medicina, Universidad de Buenos Aires, Paraguay 2155, C1121ABG Ciudad Autónoma de Buenos Aires, Argentina
| |
Collapse
|
247
|
Abstract
Working memory training programs have generated great interest, with claims that the training interventions can have profound beneficial effects on children's academic and intellectual attainment. We describe the criteria by which to evaluate evidence for or against the benefit of working memory training. Despite the promising results of initial research studies, the current review of all of the available evidence of working memory training efficacy is less optimistic. Our conclusion is that working memory training produces limited benefits in terms of specific gains on short-term and working memory tasks that are very similar to the training programs, but no advantage for academic and achievement-based reading and arithmetic outcomes.
Collapse
|
248
|
Amador-Campos JA, Aznar-Casanova JA, Bezerra I, Torro-Alves N, Sánchez MM. Attentional blink in children with attention deficit hyperactivity disorder. BRAZILIAN JOURNAL OF PSYCHIATRY 2015; 37:133-8. [PMID: 26018647 DOI: 10.1590/1516-4446-2014-1415] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2014] [Accepted: 10/21/2014] [Indexed: 11/22/2022]
Abstract
OBJECTIVE To explore the temporal mechanism of attention in children with attention deficit hyperactivity disorder (ADHD) and controls using a rapid serial visual presentation (RSVP) task in which two letters (T1 and T2) were presented in close temporal proximity among distractors (attentional blink [AB]). METHOD Thirty children aged between 9 and 13 years (12 with ADHD combined type and 18 controls) took part in the study. Both groups performed two kinds of RSVP task. In the single task, participants simply had to identify a target letter (T1), whereas in the dual task, they had to identify a target letter (T1) and a probe letter (T2). RESULTS The ADHD and control groups were equivalent in their single-task performance. However, in the dual-task condition, there were significant between-group differences in the rate of detection of the probe letter (T2) at lag + 1 and lag + 4. The ADHD group exhibited a larger overall AB compared with controls. CONCLUSION Our findings provide support for a link between ADHD and attentional blink.
Collapse
Affiliation(s)
- Juan A Amador-Campos
- Department of Personality, Psychological Assessment and Treatment, School of Psychology, Universitat de Barcelona, Spain
| | | | - Izabela Bezerra
- Universidade Federal da Paraíba (UFPB), Department of Psychology, João Pessoa, PB, Brazil
| | - Nelson Torro-Alves
- Universidade Federal da Paraíba (UFPB), Department of Psychology, João Pessoa, PB, Brazil
| | - Manuel M Sánchez
- Department of Basic Psychology, School of Psychology, Universitat de Barcelona, Spain
| |
Collapse
|
249
|
Schei J, Nøvik TS, Thomsen PH, Indredavik MS, Jozefiak T. Improved quality of life among adolescents with attention-deficit/hyperactivity disorder is mediated by protective factors: a cross sectional survey. BMC Psychiatry 2015; 15:108. [PMID: 25948117 PMCID: PMC4429327 DOI: 10.1186/s12888-015-0491-0] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/23/2014] [Accepted: 04/27/2015] [Indexed: 01/28/2023] Open
Abstract
BACKGROUND The aim of this study was to assess the role of protective factors as mediators and/or moderators of the relationship between coexisting emotional and conduct problems and quality of life (QoL) among adolescents with attention-deficit/hyperactivity disorder (ADHD). METHODS The sample consisted of 194 adolescents with ADHD. Participants completed measures of individual competencies, family cohesion and social support, and QoL. Coexisting emotional and conduct problems were assessed using the Strength and Difficulties Questionnaire. RESULTS Individual competencies and social support mediated the association between emotional and conduct problems and QoL. Family cohesion was associated with both emotional and conduct problems. No moderating effects of protective factors and coexisting problems were found. CONCLUSIONS The assessment of individual competencies, social resources, and family cohesion may identify potential treatment goals for adolescents with ADHD and coexisting problems, and may contribute to improvements in QoL.
Collapse
Affiliation(s)
- Jorun Schei
- Regional Centre for Child and Youth Mental Health and Child Welfare, Norwegian University of Science and Technology, Pb 8905 MTFS, 7491, Trondheim, Norway.
| | - Torunn Stene Nøvik
- Regional Centre for Child and Youth Mental Health and Child Welfare, Norwegian University of Science and Technology, Pb 8905 MTFS, 7491, Trondheim, Norway.
- Department of Child and Adolescent Psychiatry, St. Olavs Hospital Trondheim University Hospital, Pb 6810 Elgeseter, 7433, Trondheim, Norway.
| | - Per Hove Thomsen
- Regional Centre for Child and Youth Mental Health and Child Welfare, Norwegian University of Science and Technology, Pb 8905 MTFS, 7491, Trondheim, Norway.
- Psychiatric Hospital for Children and Adolescents, Aarhus University Hospital, Skovagervej 2, 8240, Risskov, Denmark.
| | - Marit S Indredavik
- Regional Centre for Child and Youth Mental Health and Child Welfare, Norwegian University of Science and Technology, Pb 8905 MTFS, 7491, Trondheim, Norway.
- Department of Child and Adolescent Psychiatry, St. Olavs Hospital Trondheim University Hospital, Pb 6810 Elgeseter, 7433, Trondheim, Norway.
| | - Thomas Jozefiak
- Regional Centre for Child and Youth Mental Health and Child Welfare, Norwegian University of Science and Technology, Pb 8905 MTFS, 7491, Trondheim, Norway.
- Department of Child and Adolescent Psychiatry, St. Olavs Hospital Trondheim University Hospital, Pb 6810 Elgeseter, 7433, Trondheim, Norway.
| |
Collapse
|
250
|
de Vries M, Prins PJM, Schmand BA, Geurts HM. Working memory and cognitive flexibility-training for children with an autism spectrum disorder: a randomized controlled trial. J Child Psychol Psychiatry 2015; 56:566-76. [PMID: 25256627 DOI: 10.1111/jcpp.12324] [Citation(s) in RCA: 80] [Impact Index Per Article: 8.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/11/2014] [Indexed: 11/28/2022]
Abstract
BACKGROUND People with autism spectrum disorders (ASDs) experience executive function (EF) deficits. There is an urgent need for effective interventions, but in spite of the increasing research focus on computerized cognitive training, this has not been studied in ASD. Hence, we investigated two EF training conditions in children with ASD. METHODS In a randomized controlled trial, children with ASD (n = 121, 8-12 years, IQ > 80) were randomly assigned to an adaptive working memory (WM) training, an adaptive cognitive flexibility-training, or a non-adaptive control training (mock-training). Braingame Brian, a computerized EF-training with game-elements, was used. Outcome measures (pretraining, post-training, and 6-week-follow-up) were near-transfer to trained EFs, far-transfer to other EFs (sustained attention and inhibition), and parent's ratings of daily life EFs, social behavior, attention deficit hyperactivity disorder (ADHD)-behavior, and quality of life. RESULTS Attrition-rate was 26%. Children in all conditions who completed the training improved in WM, cognitive flexibility, attention, and on parent's ratings, but not in inhibition. There were no significant differential intervention effects, although children in the WM condition showed a trend toward improvement on near-transfer WM and ADHD-behavior, and children in the cognitive flexibility condition showed a trend toward improvement on near-transfer flexibility. CONCLUSION Although children in the WM condition tended to improve more in WM and ADHD-behavior, the lack of differential improvement on most outcome measures, the absence of a clear effect of the adaptive training compared to the mock-training, and the high attrition rate suggest that the training in its present form is probably not suitable for children with ASD.
Collapse
Affiliation(s)
- Marieke de Vries
- Univeristy of Amsterdam, Amsterdam, the Netherlands; Dutch Autism and ADHD Research Center, Amsterdam, the Netherlands
| | | | | | | |
Collapse
|