A Randomized Trial of Two Promising Computer-Based Interventions for Students with Attention Difficulties
A Randomized Trial of Two Promising Computer-Based Interventions for Students with Attention Difficulties
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DOI：
10.1007/s10802-009-9353-x
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发表时间：
2010-01-01
影响因子：
3.6
通讯作者：
Malone, Patrick S.
中科院分区：
文献类型：
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作者：
Rabiner, David L.;Murray, Desiree W.;Malone, Patrick S.
很少有研究探讨注意力是否可以通过训练来提高，即使注意力困难会对学业成绩产生不利影响。本研究是一项随机对照试验，旨在评估计算机注意力训练（CAT）和计算机辅助教学（CAI）对77名注意力不集中的一年级学生的注意力和学习成绩的影响。接受任何一种干预的学生比对照组更有可能在一年级时表现出教师评定的注意力问题的适度下降。接受计算机辅助教学的学生在阅读流畅性和教师对学习成绩的评价方面也有所提高。注意力的干预效果在二年级时就不存在了，这主要是因为所有组的注意力问题都有所下降。然而，事后分析表明，对于基线时有6个或更多注意力不集中症状的儿童，可能有长期益处。持续的注意力问题与多个领域的学习成绩较差有关。结果提供了初步证据，证明CAT和CAI可以提高儿童在课堂上的注意力，并支持进一步的研究，以确定是否有更多的临床显着的好处是可以实现的。
Few studies have examined whether attention can be improved with training, even though attention difficulties adversely affect academic achievement. The present study was a randomized-controlled trial evaluating the impact of Computerized Attention Training (CAT) and Computer Assisted Instruction (CAI) on attention and academic performance in 77 inattentive first graders. Students receiving either intervention were more likely than controls to show a moderate decline in teacher rated attention problems in first grade. Students receiving CAI also showed gains in reading fluency and in teacher ratings of academic performance. Intervention effects for attention were absent by second grade largely because attention problems declined in all groups. However, post hoc analyses indicated potential longer-term benefits for children with 6 or more inattentive symptoms at baseline. Persistent attention problems were associated with poorer academic performance in multiple domains. Results provide initial evidence that CAT and CAI can improve children's attention in the classroom - and support additional studies to determine whether more clinically significant benefits are attainable.