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Computerized cognitive training in children and adolescents with attention deficit/hyperactivity disorder as add-on treatment to stimulants: feasibility study and protocol description

Overview of attention for article published in Trends in Psychiatry and Psychotherapy, June 2017
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Title
Computerized cognitive training in children and adolescents with attention deficit/hyperactivity disorder as add-on treatment to stimulants: feasibility study and protocol description
Published in
Trends in Psychiatry and Psychotherapy, June 2017
DOI 10.1590/2237-6089-2016-0039
Pubmed ID
Authors

Virginia de Oliveira Rosa, Marcelo Schmitz, Carlos Renato Moreira-Maia, Flavia Wagner, Igor Londero, Caroline de Fraga Bassotto, Guilherme Moritz, Caroline dos Santos de Souza, Luis Augusto Paim Rohde

Abstract

Cognitive training has received increasing attention as a non-pharmacological approach for the treatment of attention deficit/hyperactivity disorder (ADHD) in children and adolescents. Few studies have assessed cognitive training as add-on treatment to medication in randomized placebo controlled trials. The purpose of this preliminary study was to explore the feasibility of implementing a computerized cognitive training program for ADHD in our environment, describe its main characteristics and potential efficacy in a small pilot study. Six ADHD patients aged 10-12-years old receiving stimulants and presenting residual symptoms were enrolled in a randomized clinical trial to either a standard cognitive training program or a controlled placebo condition for 12 weeks. The primary outcome was core ADHD symptoms measured using the Swanson, Nolan and Pelham Questionnaire (SNAP-IV scale). We faced higher resistance than expected to patient enrollment due to logistic issues to attend face-to-face sessions in the hospital and to fill the requirement of medication status and absence of some comorbidities. Both groups showed decrease in parent reported ADHD symptoms without statistical difference between them. In addition, improvements on neuropsychological tests were observed in both groups - mainly on trained tasks. This protocol revealed the need for new strategies to better assess the effectiveness of cognitive training such as the need to implement the intervention in a school environment to have an assessment with more external validity. Given the small sample size of this pilot study, definitive conclusions on the effects of cognitive training as add-on treatment to stimulants would be premature.

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 75 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 75 100%

Demographic breakdown

Readers by professional status Count As %
Student > Bachelor 2 3%
Student > Ph. D. Student 1 1%
Student > Postgraduate 1 1%
Unknown 71 95%
Readers by discipline Count As %
Nursing and Health Professions 1 1%
Psychology 1 1%
Social Sciences 1 1%
Unknown 72 96%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 01 March 2018.
All research outputs
#20,660,571
of 25,382,440 outputs
Outputs from Trends in Psychiatry and Psychotherapy
#199
of 277 outputs
Outputs of similar age
#254,491
of 330,503 outputs
Outputs of similar age from Trends in Psychiatry and Psychotherapy
#2
of 3 outputs
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