Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 1380-1389 |
| Number of pages | 10 |
| Journal | Journal of Child Psychology and Psychiatry |
| Volume | 57 |
| Issue number | 12 |
| DOIs | |
| Publication status | Published - Dec 2016 |
Keywords
- Attention
- cognitive training
- developmental disability
- intellectual disability
Cite this
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Computerised attention training for children with intellectual and developmental disabilities : a randomised controlled trial. / Kirk, Hannah E; Gray, Kylie M; Ellis, Kirsten ; Taffe, John; Cornish, Kim M.
In: Journal of Child Psychology and Psychiatry, Vol. 57, No. 12, 12.2016, p. 1380-1389.Research output: Contribution to journal › Article › Research › peer-review
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 -