A Trial of Computer-based Attention-training Systems in Children With Attention Deficit Hyperactivity Disorder (ADHD)

Study Results

Results pending

The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.

Basic Information

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Recruitment Status

COMPLETED

Clinical Phase

NA

Total Enrollment

35 participants

Study Classification

INTERVENTIONAL

Study Start Date

2006-05-31

Study Completion Date

2007-06-30

Brief Summary

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This study examines the efficacy of two computer-based training systems to teach children with ADHD to attend more effectively.

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Detailed Description

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Conditions

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Attention Deficit Hyperactivity Disorder

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

CROSSOVER

Primary Study Purpose

TREATMENT

Study Groups

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EEG biofeedback intervention

Group Type EXPERIMENTAL

Computer attention training systems for children with ADHD

Intervention Type BEHAVIORAL

Computer attention training systems for children with ADHD, one with and one without EEG-biofeedback, were delivered via approximately 20 sessions to the participants

Non EEG biofeedback computerized attention training

Group Type ACTIVE_COMPARATOR

Computer attention training systems for children with ADHD

Intervention Type BEHAVIORAL

Computer attention training systems for children with ADHD, one with and one without EEG-biofeedback, were delivered via approximately 20 sessions to the participants

waitlist control

Group Type NO_INTERVENTION

No interventions assigned to this group

Interventions

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Computer attention training systems for children with ADHD

Computer attention training systems for children with ADHD, one with and one without EEG-biofeedback, were delivered via approximately 20 sessions to the participants

Intervention Type BEHAVIORAL

Eligibility Criteria

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Inclusion Criteria

* child in 6th, 7th or 8th grade
* a diagnosis of ADHD (any subtype) per report of the child's physician
* academic achievement at grade level
* ability to read in English sufficiently to complete assessments and intervention protocols