Neurocognitive training for children with and without AD/HD
Neurocognitive training for children with and without AD/HD
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DOI：
10.1007/s12402-011-0069-8
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发表时间：
2012-03-01
期刊：
影响因子：
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通讯作者：
Barratt, Michelle F.
中科院分区：
文献类型：
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作者：
Johnstone, Stuart J.;Roodenrys, Steven;Barratt, Michelle F.
越来越多的证据表明，抑制控制和/或工作记忆的计算机化认知训练可以改善AD/HD儿童的行为。本研究采用随机等待名单对照设计，考察了工作记忆和抑制控制相结合的训练对患有和不患有AD/HD的儿童的影响，并通过脑电进行被动注意力监测。128名儿童(60名AD/HD儿童，68名非AD/HD儿童)被随机分配到三种训练条件(等待名单；有注意监测的工作记忆和抑制控制；没有注意监测的工作记忆和抑制控制)中的一种，并完成了训练前和训练后的外显行为评估(来自两个来源)、训练和未训练的认知任务表现以及静息脑电活动。这两个活跃的训练条件在4-5周的时间里完成了25次在家训练。结果显示，在这两种训练条件下，AD/HD儿童的外显行为与父母和其他成年人评定的等待名单条件相比有显著改善。据报道，训练后，患有AD/HD的儿童在忽略干扰刺激和持续注意力的情况下，空间工作记忆领域有所改善。没有AD/HD的儿童在训练后表现出行为改善。在训练结束后的6周时间里，两组患者的改善情况都保持不变。通过脑电进行被动注意力监测对训练结果的影响不大。总体而言，结果表明，WM/IC联合训练可以改善患有和不患有AD/HD的儿童的行为控制。
There is accumulating evidence that computerised cognitive training of inhibitory control and/or working memory can lead to behavioural improvement in children with AD/HD. Using a randomised waitlist control design, the present study examined the effects of combined working memory and inhibitory control training, with and without passive attention monitoring via EEG, for children with and without AD/HD. One hundred and twenty-eight children (60 children with AD/HD, 68 without AD/HD) were randomly allocated to one of three training conditions (waitlist; working memory and inhibitory control with attention monitoring; working memory and inhibitory control without attention monitoring) and completed with pre-and post-training assessments of overt behaviour (from 2 sources), trained and untrained cognitive task performance, and resting EEG activity. The two active training conditions completed 25 sessions of training at home over a 4- 5-week period. Results showed significant improvements in overt behaviour for children with AD/HD in both training conditions compared to the waitlist condition as rated by a parent and other adult. Post-training improvements in the areas of spatial working memory, ignoring distracting stimuli, and sustained attention were reported for children with AD/HD. Children without AD/HD showed behavioural improvements after training. The improvements for both groups were maintained over the 6-week period following training. The passive attention monitoring via EEG had a minor effect on training outcomes. Overall, the results suggest that combined WM/IC training can result in improved behavioural control for children with and without AD/HD.