Will Working Memory Training Generalize to Improve Off-Task Behavior in Children with Attention-Deficit/Hyperactivity Disorder?
Will Working Memory Training Generalize to Improve Off-Task Behavior in Children with Attention-Deficit/Hyperactivity Disorder?
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DOI：
10.1007/s13311-012-0124-y
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发表时间：
2012-07-01
影响因子：
5.7
通讯作者：
Schweitzer, Julie B.
中科院分区：
文献类型：
--
作者：
Green, Chloe T.;Long, Debra L.;Schweitzer, Julie B.
计算机化的工作记忆和执行功能训练计划，旨在针对特定的障碍，执行功能变得越来越可用，但如何以及这些程序推广，以改善功能缺陷的障碍，如注意力缺陷/多动症（ADHD），超出了培训的背景下，还没有得到很好的建立。本研究的目的是检查ADHD儿童的工作记忆（WM）训练在多大程度上会减少与该疾病相关的核心功能障碍行为，即学业任务表现中的“任务外”行为。在26名诊断为ADHD的儿童（18名男性;年龄，7至14岁）中，采用随机、双盲、安慰剂对照设计，将计算机化WM训练（自适应）的效果与安慰剂条件（非自适应）进行比较。参加者在大约25节课中完成了培训。受限制的学术情境任务（RAST）的观察系统被用来评估在完成学业任务的任务外行为的方面。ADHD症状（Conners父母评定量表）和WM能力（标准化WM测试）的传统措施也被收集。WM训练导致RAST系统上的任务外ADHD相关行为显著减少，WM测试也有所改善。两组在父母评定量表的改善方面没有显著差异。研究结果提供了深入了解WM培训的影响和赤字之间的关系，WM和任务外的行为组成部分的ADHD的普遍性。这些初步数据表明，WM训练可能提供了一种间接改变ADHD儿童学习成绩的机制。
Computerized working memory and executive function training programs designed to target specific impairments in executive functioning are becoming increasingly available, yet how well these programs generalize to improve functional deficits in disorders, such as attention-deficit/hyperactivity disorder (ADHD), beyond the training context is not well-established. The aim of this study was to examine the extent to which working memory (WM) training in children with ADHD would diminish a core dysfunctional behavior associated with the disorder, "off-task" behavior during academic task performance. The effect of computerized WM training (adaptive) was compared to a placebo condition (nonadaptive) in a randomized, double-blind, placebo-controlled design in 26 children (18 males; age, 7 to 14 years old) diagnosed with ADHD. Participants completed the training in approximately 25 sessions. The Restricted Academic Situations Task (RAST) observational system was used to assess aspects of off-task behavior during the completion of an academic task. Traditional measures of ADHD symptoms (Conners' Parent Rating Scale) and WM ability (standardized WM tests) were also collected. WM training led to significant reductions in off-task ADHD-associated behavior on the RAST system and improvement on WM tests. There were no significant differences between groups in improvement on parent rating scales. Findings lend insight into the generalizability of the effects of WM training and the relation between deficits in WM and off-task behavioral components of ADHD. These preliminary data suggest WM training may provide a mechanism for indirectly altering academic performance in children with ADHD.