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A Randomized-Controlled Trial of Wor...

Hanson, Christine Adelaide.

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A Randomized-Controlled Trial of Working Memory Training in Youth with ADHD.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Randomized-Controlled Trial of Working Memory Training in Youth with ADHD./
作者:	Hanson, Christine Adelaide.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2013,
面頁冊數:	147 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-05(E), Section: B.
Contained By:	Dissertation Abstracts International76-05B(E).
標題:	Clinical psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3673369
ISBN:	9781321510201

A Randomized-Controlled Trial of Working Memory Training in Youth with ADHD.
Hanson, Christine Adelaide.

A Randomized-Controlled Trial of Working Memory Training in Youth with ADHD. - Ann Arbor : ProQuest Dissertations & Theses, 2013 - 147 p.

Source: Dissertation Abstracts International, Volume: 76-05(E), Section: B.

Thesis (Ph.D.)--The Ohio State University, 2013.

The present study investigated whether working memory training (WMT) would improve working memory (WM), planning/organization, executive functioning, attention, hyperactivity/impulsivity, and reading comprehension in individuals with Attention Deficit Hyperactivity Disorder (ADHD). Twenty-eight children and adolescents with ADHD completed WMT, which consisted of 25 sessions lasting 30-45 minutes completed over about 6 weeks. Participants were randomly assigned to either a difficult adaptive WMT program or a control program, which maintained a low-level of difficulty. We predicted that the experimental group would show greater improvements than the control group. The experimental group showed a trend towards improving more than the control group on nonverbal short-term memory (STM), one measure of verbal WM, parent-rated inattention, After WMT participants in both groups improved on verbal STM, nonverbal STM, nonverbal WM, one measure of verbal WM, parent-reported WM, a WM composite, parent-rated inattention, reading comprehension, one participant-administered measure of planning/organization, parent-rated planning/organization, and parent-rated executive functioning. Participants did not improve on one measure of verbal WM, parent-rated hyperactivity/impulsivity, and a participant-administered measure of attention, one participant-administered measure of planning/organization, and a participant-administered measure of executive functioning.

ISBN: 9781321510201Subjects--Topical Terms:

524863
Clinical psychology.

A Randomized-Controlled Trial of Working Memory Training in Youth with ADHD.
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500 $a Source: Dissertation Abstracts International, Volume: 76-05(E), Section: B.
500 $a Adviser: Steven Beck.
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520 $a The present study investigated whether working memory training (WMT) would improve working memory (WM), planning/organization, executive functioning, attention, hyperactivity/impulsivity, and reading comprehension in individuals with Attention Deficit Hyperactivity Disorder (ADHD). Twenty-eight children and adolescents with ADHD completed WMT, which consisted of 25 sessions lasting 30-45 minutes completed over about 6 weeks. Participants were randomly assigned to either a difficult adaptive WMT program or a control program, which maintained a low-level of difficulty. We predicted that the experimental group would show greater improvements than the control group. The experimental group showed a trend towards improving more than the control group on nonverbal short-term memory (STM), one measure of verbal WM, parent-rated inattention, After WMT participants in both groups improved on verbal STM, nonverbal STM, nonverbal WM, one measure of verbal WM, parent-reported WM, a WM composite, parent-rated inattention, reading comprehension, one participant-administered measure of planning/organization, parent-rated planning/organization, and parent-rated executive functioning. Participants did not improve on one measure of verbal WM, parent-rated hyperactivity/impulsivity, and a participant-administered measure of attention, one participant-administered measure of planning/organization, and a participant-administered measure of executive functioning.
520 $a There was not enough teacher-report data to come to any meaningful conclusions. This lends some support that WMT can lead to improvements in broad cognitive functions. It is unclear whether the training needs to be difficult and adaptive in order to lead to improvements. Future studies need to investigate the necessary components of WMT and whether the improvements following WMT are clinically significant, stable over time, and not just due to practice effects, rater expectancy effects, or regression to the mean. Additional replication studies are needed showing improvements in cognitive and academic functions following WMT. Future studies should investigate whether certain WMT programs lead to improvements in certain cognitive and academic functions.
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