A Randomized Controlled Trial of the Effects of Organizational Skills Training on Children With Attention Deficit Hyperactivity Disorder in China.

IF 2.7 3区医学 Q2 PSYCHIATRY

Journal of Attention Disorders Pub Date : 2025-01-01 Epub Date: 2024-10-21 DOI:10.1177/10870547241289848

Xin-Xin Huang, Li-Zhen Zheng, Qin-Fang Qian, Yan Huang, Yan-Xia Wang, Ping Ou

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引用次数: 0

Abstract

Background: In addition to attention and hyperactivity problems, children with attention deficit hyperactivity disorder (ADHD) have poorer organizational skills needed to manage time and materials. This study examines the improvement of organizational skills in children with ADHD by studying organizational skills training (OST).

Methods: This was a prospective, randomized controlled trial. Between September 2023 and January 2024, 70 children with a diagnosis of ADHD and at least one domain of executive dysfunction (EF) were divided into two groups. The conventional group was treated with medication, biofeedback, and behavioral interventions based on the children's actual condition. The OST group received OST in addition to the conventional group.

Results: The mean age of the children was 8.33 ± 1.62 years. A total of 66 children completed the intervention and follow-up, 32 in the conventional group and 34 in the OST group. There were no differences between the two groups of children in terms of their preintervention scores on the BRIEF, SNAP-IV, or IVA-CPT. Postintervention scores on the behavioral scales decreased (p < .05), and IVA-CPT scores increased (p < .05) in both groups compared with those in the preintervention period. The OST group had a lower BRIEF (p = .019) and SNAP-IV Attention deficit subscale (p = .046) and a higher IVA-CPT Attention deficit Index (p = .032) than the conventional group after the intervention. The percentage of children with a normal BRIEF total score in the OST group was 79.41% (27/34) after the intervention, which was greater than the 37.50% (12/32) in the conventional group (p = .001). Compared with the OST group, children in the conventional group were at greater risk of having BRIEF scores that remained abnormal after the intervention. Analysis of covariance revealed a statistically significant effect of group (p = .008), preintervention BRIEF (p < .001), and participation score (p = .036) on postintervention BRIEF.

Conclusion: OST can further improve organizational skills in daily life in children with ADHD while improving core symptoms of attention deficit in addition to conventional treatment. The effect of OST on BRIEF is also influenced by the child's BRIEF status at the baseline level and the level of cooperation during the intervention.

Trial registration: The randomized controlled trial registration number was ChiCTR2300075744.

查看原文本刊更多论文

组织能力培训对中国注意力缺陷多动障碍儿童影响的随机对照试验》。

背景：患有注意力缺陷多动障碍（ADHD）的儿童除了注意力和多动问题外，管理时间和材料所需的组织能力也较差。本研究通过组织能力训练（OST）来探讨如何提高多动症儿童的组织能力：这是一项前瞻性随机对照试验。2023 年 9 月至 2024 年 1 月期间，70 名被诊断为多动症且至少有一个执行功能障碍（EF）的儿童被分为两组。常规组根据儿童的实际情况接受药物、生物反馈和行为干预治疗。OST组在常规组的基础上接受OST治疗：儿童的平均年龄为（8.33 ± 1.62）岁。共有 66 名儿童完成了干预和随访，其中常规组 32 名，OST 组 34 名。两组儿童在干预前的 BRIEF、SNAP-IV 或 IVA-CPT 评分上没有差异。干预后，行为量表得分下降（p p = .019），SNAP-IV 注意力缺陷分量表得分下降（p = .046），IVA-CPT 注意力缺陷指数（p = .032）高于常规组。干预后，OST 组 BRIEF 总分正常的儿童比例为 79.41%（27/34），高于常规组的 37.50%（12/32）（p = .001）。与 OST 组相比，常规组儿童在干预后出现 BRIEF 评分异常的风险更大。协方差分析显示，组别（p = .008）、干预前 BRIEF（p p = .036）对干预后 BRIEF 的影响具有统计学意义：结论：在常规治疗的基础上，OST 可以进一步提高多动症儿童在日常生活中的组织能力，同时改善注意力缺陷的核心症状。OST对BRIEF的影响还受到儿童基线水平的BRIEF状况和干预期间合作程度的影响：随机对照试验注册号为ChiCTR2300075744。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Attention Disorders PSYCHIATRY-

CiteScore

7.60

自引率

6.70%

发文量

审稿时长

6-12 weeks

期刊介绍： Journal of Attention Disorders (JAD) focuses on basic and applied science concerning attention and related functions in children, adolescents, and adults. JAD publishes articles on diagnosis, comorbidity, neuropsychological functioning, psychopharmacology, and psychosocial issues. The journal also addresses practice, policy, and theory, as well as review articles, commentaries, in-depth analyses, empirical research articles, and case presentations or program evaluations.