Examining the Impacts of Fidget Technology on Attention in Children With ADHD
NCT ID: NCT05384717
Last Updated: 2022-11-03
Study Results
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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COMPLETED
NA
21 participants
INTERVENTIONAL
2022-04-18
2022-09-24
Brief Summary
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Participants: 6-13 year-old clients at 3-C Family Services, a private mental health clinic in Cary, NC, with a diagnosis of ADHD (Inattentive, Hyperactive, or combined types). Exclusion criteria: participants with an Intelligence Quotient (IQ) below 70 as estimated by referring 3-C clinical staff, or any history of psychosis.
Procedures (methods): This research will use a demographic and background collecting survey to gather relevant data about each participant. Parents will be asked to fill out a baseline ADHD Rating Scale-IV: Home Version (ADHD-RS), to account for their child's symptoms of ADHD over the past 6 months. Participants will be randomly assigned to one of 2 conditions, an experimental group where participants select a fidget, and a control group where participants are not provided a fidget. Fidget options will include a fidget spinner, pop-it, stress ball, and fidget cube as not all children would benefit from the same type of fidget equally. Participants in the experimental group will then be allowed to practice with and familiarize themselves with the fidget for 1 minute to decrease the attentional drain that the fidget may pose in its initial state.
After random assignment to either control or experimental group, participants in each group will then complete the same 2-back version of the N-back Attention Control Task (cognitivefun.net), and a video comprehension multiple choice test. After 3 minutes N-back scores will be recorded including visual correct ratio and visual response time scores. The video comprehension item is adapted from Lee and List, 2019. The video is a Ted Talk titled "The Survival of the Sea Turtle" ( https://www.youtube.com/watch?v=t-KmQ6pGxg4). Items in the multiple choice test will be aggregated to a score of percent correctness for each participant. Participants may request to have questions read to them by the research assistant present.
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Detailed Description
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Conditions
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Study Design
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RANDOMIZED
PARALLEL
OTHER
NONE
Study Groups
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Fidget group
Participants in the experimental fidget group select a fidget from 4 options: fidget spinner, stress ball, pop-it, or fidget cube
Fidget Device
Fidget spinner, stress ball, pop-it, or fidget cube
Control group
No fidget choice provided
Control group
No intervention
Interventions
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Fidget Device
Fidget spinner, stress ball, pop-it, or fidget cube
Control group
No intervention
Eligibility Criteria
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Inclusion Criteria
Exclusion Criteria
* IQ under 70
6 Years
13 Years
ALL
Yes
Sponsors
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3-C Family Services
UNKNOWN
University of North Carolina, Chapel Hill
OTHER
Responsible Party
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Principal Investigators
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Jennifer R Persia
Role: PRINCIPAL_INVESTIGATOR
University of North Carolina, Chapel Hill
Steven G Buzinski
Role: STUDY_CHAIR
University of North Carolina, Chapel Hill
Lori A Schweickert
Role: STUDY_DIRECTOR
3-C Family Services
Locations
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3-C Family Services
Cary, North Carolina, United States
Countries
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References
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Lee, Hye Yeon & List, Alexandra. (2019). Processing of texts and videos: A strategy-focused analysis. Journal of Computer Assisted Learning. 35. 10.1111/jcal.12328
Other Identifiers
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22-0531
Identifier Type: -
Identifier Source: org_study_id
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