Evaluation of a School-Based Attention Training Programme for Improving Concentration

Attention Concentration Difficulty Clinical Trial

Official title: Evaluation of a School-Based Attention Training Programme for Improving Sustained Attention: A Cluster Randomised Pilot Study

Status Completed

Clinical Trial Summary

This study evaluates a school-based attention training programme for improving sustained attention in children.

Clinical Trial Description

Sustained attention is an elementary attentional function that is essential for effective learning and functioning in school. Poor sustained attention is a relatively common problem in childhood with as many as 24% of children exhibiting frequent inattention. Children with attentional difficulties are at increased risk for a variety of negative educational outcomes, including lower standardised grades, dropping out of school and repeating a year. This evidence highlights the need to develop interventions aimed at enhancing students' sustained attention capacity. Current school-based interventions for student attention problems include intervention strategies targeting behavioural, academic and self-regulation. However, none of these interventions aim to enhance attentional capacity. Attention network training (or attention training) has been identified as a potentially promising intervention for enhancing attentional capacity. This pilot study aimed to evaluate the preliminary efficacy of a theory-driven attention training programme, Keeping Score!, in improving students' capacity to sustain attention in a school setting. Training was based on sustained updating. Children engaged this process by mentally keeping score during an interactive face-to-face game without external aids. The study used a cluster randomised design. Students (N = 36) were assigned based on their class group to either the 6-week attention training programme (n = 18) or an active control (n = 18). Outcome measures were assessed at baseline, immediately after training and an approximate 6-week follow up. ;

Related Conditions & MeSH terms

• Attention Concentration Difficulty

• NCT number: NCT04698577
• Study type: Interventional
• Source: University of Limerick
• Status: Completed
• Phase: N/A
• Start date: November 26, 2018
• Completion date: May 30, 2019