注意力缺陷多动障碍的中央管理培训:对家庭和学校组织技能的影响。一项随机对照试验。

IF 2.6 3区 心理学 Q3 NEUROSCIENCES
Neuropsychology Pub Date : 2023-11-01 Epub Date: 2023-07-13 DOI:10.1037/neu0000918
Elizabeth S M Chan, Fatou Gaye, Alissa M Cole, Leah J Singh, Michael J Kofler
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引用次数: 0

摘要

目的:目前的随机对照试验(RCT)首次检验了与精心匹配的神经认知训练干预(抑制性控制训练[ICT])相比,中央执行训练(CET,训练工作记忆的工作成分)在减少组织技能困难方面的益处。方法:对73名患有注意力缺陷/多动冲动障碍(ADHD;8-13岁,M=10.15,SD=1.43;20名女孩;73%的白人/非西班牙裔)的儿童进行了仔细的表型样本,他们参与了一项预先注册的CET与ICT的随机对照试验(均为10周治疗)。在治疗前、治疗后和2-4个月的随访中收集父母评定的任务计划、有组织的行动和记忆/材料管理数据;在预处理和1-2个月的随访中获得教师评分。结果:基于教师报告,CET在提高组织技能方面优于ICT(治疗×时间互动:d=0.61,p=.01,BF₁₀ = 31.61)。根据家长报告,CET组也有显著改善,但两组的改善程度相当(时间的主要影响:d=0.48,p<.001,BF₁₀ = 3.13×10⁷; 治疗×时间交互作用:d=0.29,p=.25,BF₀₁ = 3.73)。hocs/预先登记的计划对比表明,CET在所有三个家长(d=0.50-0.62)和所有三个教师(d=0.46-0.95)分量表上产生了显著的、有临床意义的(需要治疗的人数=3-8)前/后增益,六个结果中有五个结果的增益保持在1-2个月(教师报告)和2-4个月随访(家长报告)。结论:根据教师报告,研究结果提供了强有力的初步证据,证明CET在ADHD儿童的学校组织技能方面产生了强大而持久的下游改善。这些发现通常与模型驱动的预测一致,即与多动症相关的组织问题是次要结果,至少部分是由工作记忆能力不足引起的。(PsycInfo数据库记录(c)2023 APA,保留所有权利)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Central executive training for ADHD: Impact on organizational skills at home and school. A randomized controlled trial.

Objective: The current randomized controlled trial (RCT) was the first to examine the benefits of central executive training (CET, which trains the working components of working memory [WM]) for reducing organizational skills difficulties relative to a carefully matched neurocognitive training intervention (inhibitory control training [ICT]).

Method: A carefully phenotyped sample of 73 children with attention-deficit/hyperactivity-impulsivity disorder (ADHD; ages 8-13, M = 10.15, SD = 1.43; 20 girls; 73% White/Non-Hispanic) participated in a preregistered RCT of CET versus ICT (both 10-week treatments). Parent-rated task planning, organized actions, and memory/materials management data were collected at pretreatment, posttreatment, and 2-4 month follow-up; teacher ratings were obtained at pretreatment and 1-2 month follow-up.

Results: CET was superior to ICT for improving organizational skills based on teacher report (Treatment × Time interaction: d = 0.61, p = .01, BF₁₀ = 31.61). The CET group also improved significantly based on parent report, but this improvement was equivalent in both groups (main effect of time: d = 0.48, p < .001, BF₁₀ = 3.13 × 10⁷; Treatment × Time interaction: d = 0.29, p = .25, BF₀₁ = 3.73). Post hocs/preregistered planned contrasts indicated that CET produced significant and clinically meaningful (number needed to treat = 3-8) pre/post gains on all three parent (d = 0.50 -0.62) and all three teacher (d = 0.46 -0.95) subscales, with gains that were maintained at 1-2 month (teacher report) and 2-4 month follow-up (parent report) for five of six outcomes.

Conclusions: Results provide strong initial evidence that CET produces robust and lasting downstream improvements in school-based organizational skills for children with ADHD based on teacher report. These findings are generally consistent with model-driven predictions that ADHD-related organizational problems are secondary outcomes caused, at least in part, by underdeveloped working memory abilities. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

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来源期刊
Neuropsychology
Neuropsychology 医学-神经科学
CiteScore
4.10
自引率
4.20%
发文量
132
审稿时长
6-12 weeks
期刊介绍: Neuropsychology publishes original, empirical research; systematic reviews and meta-analyses; and theoretical articles on the relation between brain and human cognitive, emotional, and behavioral function.
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