Cognitive training for attention-deficit/hyperactivity disorder: meta-analysis of clinical and neuropsychological outcomes from randomized controlled trials.
Cognitive training for attention-deficit/hyperactivity disorder: meta-analysis of clinical and neuropsychological outcomes from randomized controlled trials.
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DOI：
10.1016/j.jaac.2014.12.010
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发表时间：
2015-03
影响因子：
13.3
通讯作者：
Sonuga-Barke, Edmund J. S.
中科院分区：
文献类型：
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作者：
Cortese, Samuele;Ferrin, Maite;Brandeis, Daniel;Buitelaar, Jan;Daley, David;Dittmann, Ralf W.;Holtmann, Martin;Santosh, Paramala;Stevenson, Jim;Stringaris, Argyris;Zuddas, Alessandro;Sonuga-Barke, Edmund J. S.
作者对随机对照试验进行了荟萃分析，以检查认知训练对ADHD儿童/青少年的注意力缺陷/多动障碍（ADHD）症状，神经心理缺陷和学术技能的影响。作者检索了截至2014年5月18日的Pubmed、奥维德、Web of Science、ERIC和CINAHAL数据库。使用随机效应模型汇总数据。使用科克伦偏倚风险工具对研究进行评价。分析了695份非重复记录中的16份（759名ADHD儿童）。当所有类型的训练被一起考虑时，对于最接近治疗环境的评定者的报告，对总ADHD（标准化平均差异[SMD] = 0.37，95% CI = 0.09-0.66）和注意力不集中症状（SMD = 0.47，95% CI = 0.14-0.80）有显著影响（即，通常是非盲的）。当结果由可能设盲的评定者提供时，这些数字大幅下降（ADHD总：SMD = 0.20，95% CI = 0.01-0.40;注意力不集中：SMD = 0.32，95% CI =-0.01至0.66）。对多动/冲动症状的影响不显著。工作记忆实验室检查（言语：SMD = 0.52，95%CI = 0.24-0.80;视觉：SMD = 0.47，95%CI = 0.23-0.70）和执行功能父母评分（SMD = 0.35，95%CI = 0.08-0.61）有显著影响。对学习成绩的影响没有统计学意义。工作记忆训练对ADHD症状没有影响。针对多种神经心理缺陷的干预措施对最近评估者评定的ADHD症状有很大影响（SMD = 0.79，95%CI = 0.46-1.12）。尽管改善了工作记忆表现，但根据基于盲法测量的评估，认知训练对ADHD症状的影响有限。针对多个神经心理过程的方法可以优化从认知缺陷到临床症状的效果转移。
The authors performed meta-analyses of randomized controlled trials to examine the effects of cognitive training on attention-deficit/hyperactivity disorder (ADHD) symptoms, neuropsychological deficits, and academic skills in children/adolescents with ADHD. The authors searched Pubmed, Ovid, Web of Science, ERIC, and CINAHAL databases through May 18, 2014. Data were aggregated using random-effects models. Studies were evaluated with the Cochrane risk of bias tool. Sixteen of 695 nonduplicate records were analyzed (759 children with ADHD). When all types of training were considered together, there were significant effects on total ADHD (standardized mean difference [SMD] = 0.37, 95% CI = 0.09–0.66) and inattentive symptoms (SMD = 0.47, 95% CI = 0.14–0.80) for reports by raters most proximal to the treatment setting (i.e., typically unblinded). These figures decreased substantially when the outcomes were provided by probably blinded raters (ADHD total: SMD = 0.20, 95% CI = 0.01–0.40; inattention: SMD = 0.32, 95% CI = −0.01 to 0.66). Effects on hyperactivity/impulsivity symptoms were not significant. There were significant effects on laboratory tests of working memory (verbal: SMD = 0.52, 95% CI = 0.24–0.80; visual: SMD = 0.47, 95% CI = 0.23–0.70) and parent ratings of executive function (SMD = 0.35, 95% CI = 0.08–0.61). Effects on academic performance were not statistically significant. There were no effects of working memory training, specifically on ADHD symptoms. Interventions targeting multiple neuropsychological deficits had large effects on ADHD symptoms rated by most proximal assessors (SMD = 0.79, 95% CI = 0.46–1.12). Despite improving working memory performance, cognitive training had limited effects on ADHD symptoms according to assessments based on blinded measures. Approaches targeting multiple neuropsychological processes may optimize the transfer of effects from cognitive deficits to clinical symptoms.
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影响因子：
3.7
作者：
Egeland J;Aarlien AK;Saunes BK
通讯作者：
Saunes BK
DOI：
10.1097/00004583-200502000-00010
发表时间：
2005-02-01
影响因子：
13.3
作者：
Klingberg, T;Fernell, E;Westerberg, H
通讯作者：
Westerberg, H
DOI：
10.1097/chi.0b013e31819c23d0
发表时间：
2009-05
影响因子：
13.3
作者：
Molina BSG;Hinshaw SP;Swanson JM;Arnold LE;Vitiello B;Jensen PS;Epstein JN;Hoza B;Hechtman L;Abikoff HB;Elliott GR;Greenhill LL;Newcorn JH;Wells KC;Wigal T;Gibbons RD;Hur K;Houck PR;MTA Cooperative Group
通讯作者：
MTA Cooperative Group
影响因子：
5.7
作者：
Green, Chloe T.;Long, Debra L.;Schweitzer, Julie B.
通讯作者：
Schweitzer, Julie B.
DOI：
10.1007/s12402-011-0069-8
发表时间：
2012-03-01
期刊：
ADHD-ATTENTION DEFICIT AND HYPERACTIVITY DISORDERS
影响因子：
--
作者：
Johnstone, Stuart J.;Roodenrys, Steven;Barratt, Michelle F.
通讯作者：
Barratt, Michelle F.