Teaching attentional awareness and control in ADHD

教授注意力缺陷多动症的注意力意识和控制

• 批准号: 10619193
• 负责人: GREGORY V SIMPSON
• 金额: $ 4.5万
• 依托单位: THINK NOW, INC.
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-02 至 2024-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10619193
• 关键词: Academic achievement; Active Learning; Adherence; Adult; Area; Attention; Attention deficit hyperactivity disorder; Automobile Driving; Awareness; Brain; Complex; Comprehension; Computer software; Control Groups; Disease; Double-Blind Method; Educational process of instructing; Exercise; Feedback; Impairment; Intention; Interview; Learning; Legal patent; Life; Literature; Measures; Methods; Modeling; Motivation; Oral; Outcome Measure; Participant; Patients; Performance; Pharmacology; Phase; Psychological Transfer; Reading; Research; Safety; Self Perception; Severities; Skin; Software Tools; Standardization; Step training; Symptoms; Testing; Time; Training; Work; active control; attentional control; base; commercialization; design; economic impact; efficacy testing; evidence base; expectation; improved; inattention; innovation; mobile application; primary outcome; programs; prototype; reading comprehension; remediation; skills; social; sustained attention; tool; web-based tool

ABSTRACT. ADHD is a highly prevalent disorder that creates significant professional, social and personal difficulties for the patients - there is a real need for additional, non-pharmacological treatments. The target of our product is inconsistent control of sustained attention, an important remediation target for ADHD with major real-life impact. Sustained attention is related to symptom severity and correlated with real-life functions such as reading, listening, driving and work safety. Sustained attention measures and inattention symptoms in ADHD have also been correlated with academic achievement. Our Sustained Attention Control (SAC) teaching approach is quite different from ‘brain training’ methods and uses an innovative (patented) approach based on models and evidence-based studies of experiential learning. It includes 6 essential teaching factors, identified in the literature for promoting meaningful learning and transfer, that differentiate us from existing products (Table 1, Commercialization Plan). Better transfer can occur when a conceptual understanding of attentional control, self-awareness and metacognitive skills are developed. In a previous Phase-I project we built a prototype of our SAC teaching mobile-software and tested it in a full RCT, double-blind, active control, study (n=63). We found significantly greater improvements in the SAC group than the active Control group on both primary outcome measures: a sustained attention measure (Conners CPT RT Variability), and time-limited reading comprehension (Nelson-Denny Reading Test), demonstrating far transfer to a standardized test of an important real-life activity impaired in adults with ADHD. Based on exit interviews from that study we conducted additional design work and extensive customer research that revealed that adults with ADHD need an additional step of training that develops metacognitive skills for applying their attentional awareness to daily life. In answer to this need, we designed the Learning-To-Transfer module (Phase-I of this Fast Track) with the expectation that, when integrated with SAC (Phase-II of this Fast Track), it will amplify our prior far transfer results. The exit interviews also identified areas for improvement of the SAC modules related to UX and motivation/adherence to be built in Phase-II. We will: PHASE-I:Aim-1: Build and test the Learning-To-Transfer (LTT) module, a complex attentive listening task simulating daily life listening challenges, with performance feedback. PHASE-II: Aim-2: Integrate LTT into the SAC teaching program. Build software tools to improve UX ease of use; add a training exercise and increase skins for variety; improve difficulty leveling; add new prescriptive tool for reflection and applications of learning to daily-life activities. PHASE-II: Aim-3: Test the efficacy of fully integrated prototype (expanded SAC+LTT) with a RCT, double-blind, active control study with 140 participants, using an Intention-To-Treat design, with outcome measures for far transfer [Nelson Denny Reading Comprehension; STISIM Driving Simulator test; Woodcock-Johnson Oral Comprehension; BAARS-IV Symptoms].

抽象的。 ADHD是一种高度普遍的疾病，可创造重要的专业，社会和个人 对于患者来说，困难 - 真正需要额外的非药物治疗。目标 我们的产品是对持续关注的不一致的控制，这是ADHD的重要补救目标 重大的现实影响。持续的关注与症状严重程度有关，并且与现实生活功能有关 例如阅读，听力，驾驶和工作安全。持续的注意力措施和注意力不集中的症状 多动症也与学术成就有关。我们持续的注意力控制（SAC）教学 方法与“大脑训练”方法完全不同，并使用基于创新（专利）的方法 模型和经验丰富的学习的基于证据的研究。它包括6个基本教学因素，确定 促进有意义的学习和转移的文献将我们与现有产品区分开来（表 1，商业化计划）。当对注意力控制的概念理解时，就会发生更好的转移 自我意识和元认知能力得到了发展。在以前的I阶段项目中，我们建立了我们的原型 SAC教移动软件并以完整的RCT，双盲，主动控制，研究（n = 63）进行了测试。我们发现 SAC组的改善要比两个主要结果的主动对照组的改善要大得多 措施：持续的注意力措施（Conners CPT RT变异性）和时间限制的阅读 理解（纳尔逊·丹尼（Nelson-Denny）阅读测试），证明了向重要测试的标准化测试 ADHD成年人的现实生活活动受损。根据该研究的退出访谈，我们进行了更多 设计工作和广泛的客户研究表明，患有多动症的成年人需要额外的步骤 培训发展了将注意力意识应用于日常生活的元认知技能。回答这个 需要，我们设计了学习到转移模块（该快速轨道的I阶段），并期望在 与SAC集成（此快速轨道的II相），它将扩大我们先前的远转移结果。出口访谈 还确定了改善与UX相关的SAC模块以及内置的动机/依从性的区域 第三阶段。我们将：I阶段：AIM-1：构建和测试学习与转移（LTT）模块，一个复杂的细心 聆听任务模拟日常生活的聆听挑战，并通过绩效反馈。第三阶段：AIM-2：集成 LTT进入SAC教学计划。构建软件工具以提高UX易用性；添加训练练习和 增加皮肤的品种；改善困难级别；添加新的规定工具以进行反思和应用 学习日常生活活动。第三阶段：AIM-3：测试完全集成原型的效率（扩展 SAC+LTT）使用140位参与者进行RCT，双盲，主动控制研究，使用意图处理 设计，采取远距离转移的结果措施[纳尔逊·丹尼（Nelson Denny）阅读理解； Stisim驾驶 模拟器测试； Woodcock-Johnson口头理解； BAARS-IV症状]。