A Randomized Trial of Computer Attention Training in Children with Attention-Deficit/Hyperactivity Disorder

We report preliminary results from a study in 17 schools examining the efficacy of two computer-based attention training systems in teaching children with Attention Deficit/Hyperactivity Disorder (ADHD) to concentrate more effectively. We compared a neurofeedback (NFB) computer attention training system that teaches children to alter their brainwave activity with a Standard Computer Format attention training system (SCF). We hypothesize that both treatments will show improvement in ADHD symptoms and academic outcomes compared to a control condition. Methods: 45 children with ADHD in grades 2 and 4 were randomly assigned to receive the NFB, SCF, or a Waitlist-Control condition (WLC) that receives NFB or SCF the following academic year. Children received forty 45-minute sessions three times a week at school for 4 months. As part of a comprehensive assessment, we report data on the T-SKAMP completed by teachers that assesses symptoms of ADHD in the classroom, the PERMP, a math test completed by students that analyzes speed and accuracy, and the BOSS, double-blind classroom observations. Results: Preliminary analyses showed improvement of the NFB group on the PERMP math test (p=0.03) and a decrease in ADHD symptoms as reported by teachers on the T-SKAMP (p=0.01). The SCF group showed improvement on the PERMP (p=0.01) and a trend towards decreased ADHD symptoms on the T-SKAMP. The BOSS showed a trend towards ADHD symptom reduction in the classroom setting for intervention groups. The WLC showed no significant effects on the SKAMP, PERMP, or BOSS. Conclusion: These data suggest that computer-based attention training offered in elementary school settings may be effective in reducing ADHD symptoms.