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Completed

NCT Number: NCT00930449

Effects Of A Computerized Working Memory Training Program On Attention, Working Memory, And Academics, In Adolescents With Severe ADHD/LD

Our primary aim is to determine whether a computerized working memory (WM) training program will help students with severe learning and attention problems, in terms of improving their WM. Additional aims are to determine whether the WM training will also result in improvements in the students' concentration and school work, and how long any beneficial effects will last (i.e., whether the students will continue to show improvements once the training program has stopped).

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Key information

Conditions

Attention Deficit Disorder With Hyperactivity Attention Deficit and Disruptive Behavior Disorders Communication Disorders Learning Disabilities Learning Disorders Mental Disorders Nervous System Diseases Neurobehavioral Manifestations Neurodevelopmental Disorders Neurologic Manifestations Pathological Conditions, Signs and Symptoms Signs and Symptoms

Age range

12 year–17 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Ontario Provincial and Demonstration Schools, Milton, Ontario, Canada

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About this study

We have established a collaborative partnership between OISE, HSC, OPDS, and JVS to evaluate the effectiveness of a WM training program when conducted in a school setting. To determine whether the WM training program does improve WM, attention, behaviour, and/or academic achievement, we will compare its effects to those expected to result from two other intervention programs that focus on academic skills only: 1) a computerized software program known to improve math skills (Academy of Math®); and 2) extra, individualized tutoring in an area of academic weakness supervised by a trained and experienced staff person. We will assess WM, related cognitive abilities, ADHD symptoms, academic achievement, before and after intervention, and also at 3- and 6-month follow-up to determine whether any improvements are sustained and increased after the training has finished.

Who can participate

Healthy volunteers accepted: No

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • fulltime enrollment at one of the three English-language speaking OPDS schools
  • confirmed diagnosis of a specific LD with or without comorbid ADHD
  • IQ > 80 (based on WISC-IV)
  • English as the primary spoken language

Exclusion criteria

  • uncorrected sensory impairments (vision, hearing)
  • severe comorbid mental health disorders requiring medications other than those used for ADHD or intensive treatment
  • severe impairments in oral communication, impeding intelligibility of spoken responses

Treatment and study plan

Cogmed Working Memory Training Program.

Other

This program includes a set of visual-spatial and auditory-verbal WM tasks presented via the computer (see Appendix 1 for a description of these tasks). All tasks involve: a) maintenance of simultaneous mental representations of multiple stimuli; b) unique sequencing of stimulus order in each trial; and c) progressive adaptation of difficulty level as a function of individual performance.

Training will require about 30 minutes per day, 5 days per week, for 5-6 weeks: participants are required to complete 90 WM trials on each training day. Training plans are individualized and are modified according to performance, but the typical plan includes 13 tasks, with 15 trials of 8 tasks each day.

Academy of Math

Other

This is an established evidence-based program designed to help at-risk learners (Grades K-12) develop mathematical proficiency by incorporating a mastery-learning approach to foster conceptual understanding, computational fluency, and strategic competency across 10 mathematical subject areas.

Training is will require about 30 minutes, 5 days per week, for the same duration as the WM program (5-6 weeks), with a counselor or teacher acting as the training aide.

Special Education/Individualized Tutoring

Other

Students in this group will receive an additional 30 minutes daily of individualized supplemental instruction in their area of greatest academic need.

Primary outcomes

  1. CANTAB Spatial Working Memory

    Time frame: 15-20 min

  2. Automated Working Memory Assessment Listening Recall

    Time frame: 15-20 min

Secondary outcomes

  1. Teacher - Strengths and Weakness of ADHD-symptoms and Normal-behavior scale (SWAN)

    Time frame: 5 min/student

  2. Teacher - Children's Organizational Skills Scale

    Time frame: 5 min/student

  3. Wide Range Achievement Test 4 Progress Monitoring Version: word reading, spelling, sentence comprehension, math computation

    Time frame: 10-15 min

Sponsors and collaborators

Lead sponsor

The Hospital for Sick Children

Other

Collaborators

  • Children's Hospital of Eastern Ontario

Registry information

Important dates

Study start
2008
Primary completion
2011
Study completion
2012
First posted
Jun 30, 2009
Registry last updated
May 27, 2015

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

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This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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