Computerized training of working memory in children with ADHD -: A randomized, controlled trial
Computerized training of working memory in children with ADHD -: A randomized, controlled trial
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DOI：
10.1097/00004583-200502000-00010
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发表时间：
2005-02-01
影响因子：
13.3
通讯作者：
Westerberg, H
中科院分区：
文献类型：
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作者：
Klingberg, T;Fernell, E;Westerberg, H
目的：包括工作记忆(WM)缺陷在内的执行功能缺陷被认为是注意力缺陷/多动障碍(ADHD)的重要因素。在2002-2003年间，作者进行了一项多中心、随机、对照、双盲试验，以调查通过计算机化、系统化的WM任务实践来改善WM的效果。方法：研究对象为53例ADHD儿童(其中女孩9例，注意力不集中亚型15例)，年龄7~12岁，未服用兴奋剂。44名受试者达到了依从性标准(20天的训练)，其中42人在3个月后的随访中也进行了评估。参与者被随机分配到使用治疗计算机程序来训练西医或使用比较程序。主要的结果测量是跨板任务，这是一个视觉空间工作记忆任务，不是训练计划的一部分。结果：在跨板作业中，无论是干预后还是随访时，均有显著的治疗效果。此外，对于测量言语工作记忆、反应抑制和复杂推理的次要结果任务也有显著影响。父母评分显示，无论是干预后还是随访时，注意力不集中和多动/冲动的症状都显著减少。结论：训练可以改善ADHD儿童的WM。这项训练还改善了反应、抑制和推理能力，并减少了ADHD的父母评定的注意力不集中症状。
Objective: Deficits in executive functioning, including working memory (WM) deficits, have been suggested to be important in attention-deficit/hyperactivity disorder (ADHD). During 2002 to 2003, the authors conducted a multicenter, randomized, controlled, double-blind trial to investigate the effect of improving WM by computerized, systematic practice of WM tasks. Method: Included in the trial were 53 children with ADHD (9 girls; 15 of 53 inattentive subtype), aged 7 to 12 years, without stimulant medication. The compliance criterion (>20 days of training) was met by 44 subjects, 42 of whom were also evaluated at follow-up 3 months later. Participants were randomly assigned to use either the treatment computer program for training WM or a comparison program. The main outcome measure was the span-board task, a visuospatial WM task that was not part of the training program. Results: For the span-board task, there was a significant treatment effect both post-intervention and at follow-up. In addition, there were significant effects for secondary outcome tasks measuring verbal WM, response inhibition, and complex reasoning. Parent ratings showed significant reduction in symptoms of inattention and hyperactivity/impulsivity, both post-intervention and at follow-up. Conclusions: This study shows that WM can be improved by training in children with ADHD. This training also improved response inhibition and reasoning and resulted in a reduction of the parent-rated inattentive symptoms of ADHD.