Breier JI, Fletcher JM, Foorman BR, Klaas P, Gray LC Auditory temporal processing in children with specific reading disability with and without attention deficit/hyperactivity disorder. J Speech Lang Hear Res. 2003 Feb;46(1):31-42. doi: 10.1044/1092-4388
Chan AS, Cheung MC, Sze SL, Leung WW, Shi D Shaolin dan tian breathing fosters relaxed and attentive mind: a randomized controlled neuro-electrophysiological study. Evid Based Complement Alternat Med. 2011;2011:180704. doi: 10.1155/2011/180704. Epub 2010
Chan AS, Han YM, Sze SL, Lau EM Neuroenhancement of Memory for Children with Autism by a Mind-Body Exercise. Front Psychol. 2015 Dec 11;6:1893. doi: 10.3389/fpsyg.2015.01893. eCollection 2015.
Chan AS, Sze SL, Han YM, Cheung MC A chan dietary intervention enhances executive functions and anterior cingulate activity in autism spectrum disorders: a randomized controlled trial. Evid Based Complement Alternat Med. 2012;2012:262136. doi: 10.1155/20
Chan AS, Sze SL, Siu NY, Lau EM, Cheung MC A chinese mind-body exercise improves self-control of children with autism: a randomized controlled trial. PLoS One. 2013 Jul 10;8(7):e68184. doi: 10.1371/journal.pone.0068184. Print 2013.
Chan AS, Wong QY, Sze SL, Kwong PP, Han YM, Cheung MC A Chinese Chan-based mind-body intervention for patients with depression. J Affect Disord. 2012 Dec 15;142(1-3):283-9. doi: 10.1016/j.jad.2012.05.018. Epub 2012 Jul 25.
Chan AS, Wong QY, Sze SL, Kwong PP, Han YM, Cheung MC A Chinese chan-based mind-body intervention improves sleep on patients with depression: a randomized controlled trial. ScientificWorldJournal. 2012;2012:235206. doi: 10.1100/2012/235206. Epub 2012 Apr
Chan, A S., Sze, S.L., & Shi, D. (2008). Traditional Chinese mind-body exercises improve self control ability of an adolescent with Asperger's disorder. Journal of Psychology in Chinese Societies, 9, 225-239.
Harrington DL, Haaland KY Neural underpinnings of temporal processing: a review of focal lesion, pharmacological, and functional imaging research. Rev Neurosci. 1999;10(2):91-116. doi: 10.1515/revneuro.1999.10.2.91.
Johnson MH Functional brain development in humans. Nat Rev Neurosci. 2001 Jul;2(7):475-83. doi: 10.1038/35081509. No abstract available.
Kwakye LD, Foss-Feig JH, Cascio CJ, Stone WL, Wallace MT Altered auditory and multisensory temporal processing in autism spectrum disorders. Front Integr Neurosci. 2011 Jan 5;4:129. doi: 10.3389/fnint.2010.00129. eCollection 2011.
Lee TL, Yeung MK, Sze SL, Chan AS Computerized Eye-Tracking Training Improves the Saccadic Eye Movements of Children with Attention-Deficit/Hyperactivity Disorder. Brain Sci. 2020 Dec 21;10(12):1016. doi: 10.3390/brainsci10121016.
Lee TL, Yeung MK, Sze SL, Chan AS Eye-Tracking Training Improves Inhibitory Control in Children with Attention-Deficit/Hyperactivity Disorder. Brain Sci. 2021 Mar 2;11(3):314. doi: 10.3390/brainsci11030314.
Loo JH, Bamiou DE, Campbell N, Luxon LM Computer-based auditory training (CBAT): benefits for children with language- and reading-related learning difficulties. Dev Med Child Neurol. 2010 Aug;52(8):708-17. doi: 10.1111/j.1469-8749.2010.03654.x. Epub 2010
Mauk MD, Buonomano DV The neural basis of temporal processing. Annu Rev Neurosci. 2004;27:307-40. doi: 10.1146/annurev.neuro.27.070203.144247.
Powell G, Wass SV, Erichsen JT, Leekam SR First evidence of the feasibility of gaze-contingent attention training for school children with autism. Autism. 2016 Nov;20(8):927-937. doi: 10.1177/1362361315617880. Epub 2016 Feb 9.
Riggs NR, Blair CB, Greenberg MT Concurrent and 2-year longitudinal relations between executive function and the behavior of 1st and 2nd grade children. Child Neuropsychol. 2003 Dec;9(4):267-76. doi: 10.1076/chin.9.4.267.23513.
Rommelse NN, Van der Stigchel S, Sergeant JA A review on eye movement studies in childhood and adolescent psychiatry. Brain Cogn. 2008 Dec;68(3):391-414. doi: 10.1016/j.bandc.2008.08.025. Epub 2008 Oct 2.
Schulte-Korne G, Deimel W, Bartling J, Remschmidt H Role of auditory temporal processing for reading and spelling disability. Percept Mot Skills. 1998 Jun;86(3 Pt 1):1043-7. doi: 10.2466/pms.1998.86.3.1043.
Steinmayr, R , Ziegler, M., & Träuble, B. (2010). Do intelligence and sustained attention interact in predicting academic achievement?. Learning and Individual Differences, 20(1), 14-18.
Tallal P Improving language and literacy is a matter of time. Nat Rev Neurosci. 2004 Sep;5(9):721-8. doi: 10.1038/nrn1499.
Tarver S G., & Hallahan, D. P. (1974). Attention deficits in children with learning disabilities: a review. Journal of Learning Disabilities, 7, 560-569.
Toplak ME, Dockstader C, Tannock R Temporal information processing in ADHD: findings to date and new methods. J Neurosci Methods. 2006 Feb 15;151(1):15-29. doi: 10.1016/j.jneumeth.2005.09.018. Epub 2005 Dec 27.
Wang LC, Liu D, Xu Z Distinct effects of visual and auditory temporal processing training on reading and reading-related abilities in Chinese children with dyslexia. Ann Dyslexia. 2019 Jul;69(2):166-185. doi: 10.1007/s11881-019-00176-8. Epub 2019 Jan 22.
Zhao Q, Guo Q, Li F, Zhou Y, Wang B, Hong Z The Shape Trail Test: application of a new variant of the Trail making test. PLoS One. 2013;8(2):e57333. doi: 10.1371/journal.pone.0057333. Epub 2013 Feb 20.
EC (Emotion and Cognition) Brain Program for Children With Special Education Needs in Primary School
Interventional studies are often prospective and are specifically tailored to evaluate direct impacts of treatment or preventive measures on disease.
Observational studies are often retrospective and are used to assess potential causation in exposure-outcome relationships and therefore influence preventive methods.
Expanded access is a means by which manufacturers make investigational new drugs available, under certain circumstances, to treat a patient(s) with a serious disease or condition who cannot participate in a controlled clinical trial.
Clinical trials are conducted in a series of steps, called phases - each phase is designed to answer a separate research question.
Phase 1: Researchers test a new drug or treatment in a small group of people for the first time to evaluate its safety, determine a safe dosage range, and identify side effects.
Phase 2: The drug or treatment is given to a larger group of people to see if it is effective and to further evaluate its safety.
Phase 3: The drug or treatment is given to large groups of people to confirm its effectiveness, monitor side effects, compare it to commonly used treatments, and collect information that will allow the drug or treatment to be used safely.
Phase 4: Studies are done after the drug or treatment has been marketed to gather information on the drug's effect in various populations and any side effects associated with long-term use.
