Training Executive, Attention, and Motor Skills (TEAMS): Preliminary Studies

培训执行力、注意力和运动技能 (TEAMS)：初步研究

• 批准号: 8206093
• 负责人: JEFFREY M HALPERIN
• 金额: $ 22.71万
• 依托单位: QUEENS COLLEGE
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-04-10 至 2014-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8206093
• 关键词: Adolescence; Adult; Affect; Aftercare; Animals; Attention; Attention deficit hyperactivity disorder; Behavior; Behavioral; Biological Neural Networks; Brain; Categories; Child; Chronic; Clinical; Clinical Trials; Clinical assessments; Cognitive; Data; Data Analyses; Dendritic Spines; Development; Diamond; Disease; Double-Blind Method; Education; Equilibrium; Evaluation; Exclusion Criteria; Exercise; Family; Frequencies; Functional Magnetic Resonance Imaging; Goals; Growth; Home environment; Human; Impairment; Individual; Intervention; Lead; Literature; Longevity; Manuals; Measures; Methodology; Monitor; Motor Skills; Names; Nature; Neocortex; Neurocognitive; Neurocognitive Deficit; Neurodevelopmental Disorder; Nursery Schools; Outcome; Parents; Participant; Pattern Recognition; Performance; Phase; Play; Preparation; Preschool Child; Procedures; Process; Production; Protocols documentation; Randomized Clinical Trials; Relative (related person); Reporting; Research; Research Personnel; Rewards; Sampling; Schools; Series; Short-Term Memory; Social Environment; Social Interaction; Societies; Specific qualifier value; Stress; Symptoms; Testing; Therapeutic; Time; TimeLine; Training; Translating; Work; active method; base; blind; brief intervention; computer program; computerized; cost; data acquisition; design; effective therapy; efficacy testing; executive function; falls; functional disability; improved; inclusion criteria; meetings; motor control; neural circuit; neurodevelopment; neuroimaging; neurotransmission; novel; peer; prevent; programs; relating to nervous system; research clinical testing; response; satisfaction; scaffold; skills; social; success; teacher; treatment duration; trial comparing

DESCRIPTION (provided by applicant): The proposed application is to conduct the ground work for the development of "Training Executive, Attention and Motor Skills (TEAMS)," a novel intervention for preschool children with Attention-deficit/Hyperactivity Disorder (ADHD). TEAMS is designed to result in enduring reductions of ADHD symptoms and associated impairments in children, and thus prevent the chronic and highly impairing course that ADHD oftentimes takes throughout the lifespan. TEAMS is based on the notions that: 1) the behavioral manifestations of ADHD are the result of deficient neural networks that affect a wide array of neurocognitive and behavioral processes which are not necessarily identical in all children with the disorder; 2) neurodevelopment is sensitive to and can be positively affected by appropriate environmental influences; 3) effective environmental stimulation will be best achieved within a dynamic social context; and 4) the engagement of the child in the core activities of the treatment must be intrinsically rewarding (i.e., fun) rather than extrinsically reinforced (e.g., praise or tokens) in order to facilitate self- imposed continuation of the intervention which will lead to generalization over time and across settings. We propose that these goals can be achieved through the use of game-like activities which place demands on an array of neurocognitive and motor skills, interspersed with periods of physical exercise. TEAMS will be administered within the context of a small group setting (Approximately 5 children). A concurrently-occurring parent group will focus on helping them to engage their children in these game-like and exercise activities at home. In addition, parents will be asked to encourage such play among their child and his/her peers so as to facilitate implementation outside of our clinical setting.

描述（由申请人提供）：拟议的申请是为开发“注意力和运动技能培训执行（TEAMS）”进行基础工作，这是一种针对学龄前儿童注意力缺陷/多动障碍（ADHD）的新型干预措施。TEAMS旨在持久地减少儿童的ADHD症状和相关损害，从而防止ADHD在整个生命周期中经常出现的慢性和高度损害过程。TEAMS基于以下观点：1)ADHD的行为表现是神经网络缺陷的结果，这种缺陷影响了广泛的神经认知和行为过程，而这些过程在所有患有ADHD的儿童中并不一定相同；2)神经发育对适当的环境影响敏感并能受到积极的影响；3)有效的环境刺激将在一个充满活力的社会环境中实现；4)儿童参与治疗的核心活动必须是内在的奖励（例如，乐趣），而不是外在的强化（例如，表扬或象征），以促进自我强加的干预的延续，这将导致随着时间的推移和跨环境的普遍化。我们建议，这些目标可以通过使用游戏式的活动来实现，这些活动对一系列神经认知和运动技能提出了要求，并穿插在体育锻炼期间。小组将在小组环境中进行管理（大约5名儿童）。一个同时发生的家长小组将专注于帮助他们的孩子在家里参与这些游戏和锻炼活动。此外，我们会要求家长鼓励他们的孩子和他/她的同伴玩这种游戏，以便在我们的临床环境之外实施。