Institution: City University of New York, Queens College
Investigator(s): Dr. Anil Chacko, Dr. Anne Claude Bédard, Dr. David Marks
Program: Cogmed RM
Background & Aim: Stimulant medication, behavioral parent training (BPT) and behavioral classroom interventions (BCI) are all existing evidence-based treatments for ADHD. Unfortunately, effects of these interventions do not persist past the point of active dosing/implementation and long-term adherence with these interventions is poor. Stimulants, BPT and BCI provide acute/dose-dependent reductions in core symptoms of ADHD and related difficulties (e.g., oppositional problems) but do not resolve underlying etiological mechanisms and thus, they do not alter the often poor trajectories experienced by children with ADHD. Given these findings, further consideration must be placed on alternative/complementary approaches to ameliorating the difficulties of children with ADHD. The aim of this study is to determine whether working memory training (Cogmed) and Strategies to Enhance Positive Parenting (STEPP), a behavioral parent training (BPT) program are feasible and palatable for ADHD children. Further, it will assess whether the adaptive Cogmed + BPT condition benefits parent and child outcomes including psychosocial (i.e., parent and teacher reported child impairment; parental stress; parenting behavior; and observed child academic achievement) and psychiatric (parent and teacher rated ADHD, ODD, and CD symptoms; observed activity level and attention) functioning relative to the non-adaptive (placebo) Cogmed + BPT condition.
Population & Sample Size: N = 100 children with ADHD (& PDD-NOS), ages 5 -7 years
Design: Randomized, Placebo controlled, Double-blinded, Test-retest, 3 month follow-up
To read more about the STEPP program, click here