Will working memory training improve observable ADHD behavior?
Institution: University of California, Davis Investigator(s): Dr. Julie Schweitzer , Dr. Deborah L. Long, Dr. Catherine Fassbender, Danielle Mizuiri, Dr. J. Faye Dixon, Meghan Miller, Chloe Green Program: Cogmed RM Background & Aim: The DSM-IV-TR defines Attention Deficit Hyperactivity Disorder (ADHD) as severe and persistent problems of inattention, impulsivity and hyperactivity, across settings. ADHD is diagnosed in 3-7% of the population, making it the most common neuropsychiatric disorder affecting children. Impaired working memory (WM) is a central deficit in ADHD. WM is the system responsible for maintaining information in memory, manipulating it and using it to guide behavior. WM is a key factor influencing a child’s ability to learn. There is a direct relation between poor performance on WM tasks and poor school performance. It is not known whether the Cogmed treatment improves behavior associated with classroom learning, such as remaining on-task and inhibiting off-task behavior. Thus, the aim of the current study is to assess the effect of Cogmed on behavior via the Restricted Academic Situations Test (RAST), a commonly used observational system in ADHD to assess treatment effects and assess ADHD associated behavior. Population & Sample Size: N = 26 children with ADHD [mixed medicated and non-medicated], ages 7- 14 years Design: Randomized, Placebo controlled, Double-blinded, Test-retest For more information on this research team, click here