Computerised attention training for children with intellectual and developmental disabilities

a randomised controlled trial

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Background: Children with intellectual and developmental disabilities (IDD) experience heightened attentiondifficulties which have been linked to poorer cognitive, academic and social outcomes. Although, increasing researchhas focused on the potential of computerised cognitive training in reducing attention problems, limited studies haveassessed whether this intervention could be utilised for those with IDD. This study aimed to assess the efficacy of acomputerised attention training programme in children with IDD. Methods: In a double-blind randomised controlledtrial, children (n = 76; IQ < 75) aged 4–11 years were assigned to an adaptive attention training condition or anonadaptive control condition. Both conditions were completed at home over a 5-week period and consisted of 25sessions, each of 20-min duration. Outcome measures (baseline, posttraining and 3-month follow-up) assessed coreattention skills (selective attention, sustained attention and attentional control) and inattentive/hyperactivebehaviour. Results: Children in the attention training condition showed greater improvement in selective attentionperformance compared to children in the control condition (SMD = 0.24, 95% CI 0.02, 0.45). These improvementswere maintained 3 months after training had ceased (SMD = 0.26, 95% CI 0.04, 0.48). The attention trainingprogramme was not effective in promoting improvements in sustained attention, attentional control or inattentive/hyperactive behaviours. Conclusions: The findings suggest that attention training may enhance some aspects ofattention (selective attention) in children with IDD, but the small to medium effect sizes indicate that furtherrefinement of the training programme is needed to promote larger, more global improvements. Keywords: Attention;cognitive training; developmental disability; intellectual disability.
Original languageEnglish
Pages (from-to)1380-1389
Number of pages10
JournalJournal of Child Psychology and Psychiatry
Volume57
Issue number12
DOIs
Publication statusPublished - Dec 2016

Keywords

  • Attention
  • cognitive training
  • developmental disability
  • intellectual disability

Cite this

@article{62b76e993aa949ada81ba4a2ad19fc5b,
title = "Computerised attention training for children with intellectual and developmental disabilities: a randomised controlled trial",
abstract = "Background: Children with intellectual and developmental disabilities (IDD) experience heightened attentiondifficulties which have been linked to poorer cognitive, academic and social outcomes. Although, increasing researchhas focused on the potential of computerised cognitive training in reducing attention problems, limited studies haveassessed whether this intervention could be utilised for those with IDD. This study aimed to assess the efficacy of acomputerised attention training programme in children with IDD. Methods: In a double-blind randomised controlledtrial, children (n = 76; IQ < 75) aged 4–11 years were assigned to an adaptive attention training condition or anonadaptive control condition. Both conditions were completed at home over a 5-week period and consisted of 25sessions, each of 20-min duration. Outcome measures (baseline, posttraining and 3-month follow-up) assessed coreattention skills (selective attention, sustained attention and attentional control) and inattentive/hyperactivebehaviour. Results: Children in the attention training condition showed greater improvement in selective attentionperformance compared to children in the control condition (SMD = 0.24, 95{\%} CI 0.02, 0.45). These improvementswere maintained 3 months after training had ceased (SMD = 0.26, 95{\%} CI 0.04, 0.48). The attention trainingprogramme was not effective in promoting improvements in sustained attention, attentional control or inattentive/hyperactive behaviours. Conclusions: The findings suggest that attention training may enhance some aspects ofattention (selective attention) in children with IDD, but the small to medium effect sizes indicate that furtherrefinement of the training programme is needed to promote larger, more global improvements. Keywords: Attention;cognitive training; developmental disability; intellectual disability.",
keywords = "Attention, cognitive training, developmental disability, intellectual disability",
author = "Kirk, {Hannah E} and Gray, {Kylie M} and Kirsten Ellis and John Taffe and Cornish, {Kim M}",
year = "2016",
month = "12",
doi = "10.1111/jcpp.12615",
language = "English",
volume = "57",
pages = "1380--1389",
journal = "Journal of Child Psychology and Psychiatry",
issn = "0021-9630",
publisher = "Wiley-Blackwell",
number = "12",

}

TY - JOUR

T1 - Computerised attention training for children with intellectual and developmental disabilities

T2 - a randomised controlled trial

AU - Kirk, Hannah E

AU - Gray, Kylie M

AU - Ellis, Kirsten

AU - Taffe, John

AU - Cornish, Kim M

PY - 2016/12

Y1 - 2016/12

N2 - Background: Children with intellectual and developmental disabilities (IDD) experience heightened attentiondifficulties which have been linked to poorer cognitive, academic and social outcomes. Although, increasing researchhas focused on the potential of computerised cognitive training in reducing attention problems, limited studies haveassessed whether this intervention could be utilised for those with IDD. This study aimed to assess the efficacy of acomputerised attention training programme in children with IDD. Methods: In a double-blind randomised controlledtrial, children (n = 76; IQ < 75) aged 4–11 years were assigned to an adaptive attention training condition or anonadaptive control condition. Both conditions were completed at home over a 5-week period and consisted of 25sessions, each of 20-min duration. Outcome measures (baseline, posttraining and 3-month follow-up) assessed coreattention skills (selective attention, sustained attention and attentional control) and inattentive/hyperactivebehaviour. Results: Children in the attention training condition showed greater improvement in selective attentionperformance compared to children in the control condition (SMD = 0.24, 95% CI 0.02, 0.45). These improvementswere maintained 3 months after training had ceased (SMD = 0.26, 95% CI 0.04, 0.48). The attention trainingprogramme was not effective in promoting improvements in sustained attention, attentional control or inattentive/hyperactive behaviours. Conclusions: The findings suggest that attention training may enhance some aspects ofattention (selective attention) in children with IDD, but the small to medium effect sizes indicate that furtherrefinement of the training programme is needed to promote larger, more global improvements. Keywords: Attention;cognitive training; developmental disability; intellectual disability.

AB - Background: Children with intellectual and developmental disabilities (IDD) experience heightened attentiondifficulties which have been linked to poorer cognitive, academic and social outcomes. Although, increasing researchhas focused on the potential of computerised cognitive training in reducing attention problems, limited studies haveassessed whether this intervention could be utilised for those with IDD. This study aimed to assess the efficacy of acomputerised attention training programme in children with IDD. Methods: In a double-blind randomised controlledtrial, children (n = 76; IQ < 75) aged 4–11 years were assigned to an adaptive attention training condition or anonadaptive control condition. Both conditions were completed at home over a 5-week period and consisted of 25sessions, each of 20-min duration. Outcome measures (baseline, posttraining and 3-month follow-up) assessed coreattention skills (selective attention, sustained attention and attentional control) and inattentive/hyperactivebehaviour. Results: Children in the attention training condition showed greater improvement in selective attentionperformance compared to children in the control condition (SMD = 0.24, 95% CI 0.02, 0.45). These improvementswere maintained 3 months after training had ceased (SMD = 0.26, 95% CI 0.04, 0.48). The attention trainingprogramme was not effective in promoting improvements in sustained attention, attentional control or inattentive/hyperactive behaviours. Conclusions: The findings suggest that attention training may enhance some aspects ofattention (selective attention) in children with IDD, but the small to medium effect sizes indicate that furtherrefinement of the training programme is needed to promote larger, more global improvements. Keywords: Attention;cognitive training; developmental disability; intellectual disability.

KW - Attention

KW - cognitive training

KW - developmental disability

KW - intellectual disability

U2 - 10.1111/jcpp.12615

DO - 10.1111/jcpp.12615

M3 - Article

VL - 57

SP - 1380

EP - 1389

JO - Journal of Child Psychology and Psychiatry

JF - Journal of Child Psychology and Psychiatry

SN - 0021-9630

IS - 12

ER -