The Feasibility of a Brief Attention Training Technique in Improving Behaviour and Attention in Children With ADHD

Attention Deficit Hyperactivity Disorder Clinical Trial

Official title:

The Feasibility of a Brief Attention Training Technique for Improving Behaviour and Attention in Children With ADHD

Clinical Trial Details — Status: Completed

Administrative data

• NCT number: NCT02516917
• Other study ID #: 163562
• Status: Completed
• Phase: N/A
• First received: July 31, 2015
• Last updated: October 24, 2016
• Start date: August 2015
• Est. completion date: May 2016

Study information

• Verified date: October 2016
• Source: University of Manchester
• Contact: n/a
• Is FDA regulated: No
• Health authority: United Kingdom: Research Ethics Committee
• Study type: Interventional

Clinical Trial Summary

This study aims to investigate the application of the Attention Training Technique in children with ADHD aged 7-11 years old. The research aims to investigate both the feasibility of this technique in this population as well as whether it can improve symptoms, behaviour and executive functioning.

Description:

Attention deficit hyperactivity disorder (ADHD) is a neurobehavioural disorder characterised by core symptoms of hyperactivity, impulsivity and inattention. Its prevalence ranges between 3-9% of school-aged children, making it one of the most common presentations in child and adolescent mental health services.

In the last 10 years, research into the effectiveness of attention training as an intervention for children with ADHD has been increasing. This has tended to follow assumptions that children with the disorder either lack skills in focusing and maintaining their attention and/or have neurological deficits in areas responsible for attention functions. Results have been encouraging, with study participants demonstrating improvements in symptoms and behaviour following a course of attention training. However, the method and length of training has varied across studies.

This study aims to investigate a treatment called the Attention Training Technique (ATT) that approaches attention difficulties in this disorder from a different perspective. Instead of viewing inattention as a result of structural or skills deficits, it posits that children with ADHD have these skills, but are perhaps unaware of the flexibility and control they have over them. This treatment aims to increase this awareness and subsequently improve ratings of attention, behaviour and other areas of executive functioning.

Recruitment information / eligibility

• Status: Completed
• Enrollment: 13
• Est. completion date: May 2016
• Est. primary completion date: May 2016
• Accepts healthy volunteers: No
• Gender: Both
• Age group: 7 Years to 11 Years

Eligibility

Inclusion Criteria:

• Children with a formal diagnosis of ADHD as given by a psychiatrist or community paediatrician

• Children between the ages of 7 and 11. This age group was selected as previous research on attention training in this population has used this age group

• Children who are currently on a waiting list at a Child and Adolescent Mental Health Service (CAMHS) or a child psychology service, or being seen by a CAMHS or psychology service for medication review only

• Children who speak fluent English which will ensure they are able to comprehend the tasks instructions adequately.

Exclusion Criteria:

• Children who are not stabilised on stimulant medication and/or willing to maintain their medication type/dose

• Children with a major neurological illness or acquired central nervous system injury

• Children who at the point of referral have a co-existing diagnosis of an Autistic Spectrum Disorder

• Children who are currently in receipt of another non-pharmacological intervention for ADHD or who are currently taking part in another research trial

Study Design

Intervention Model: Single Group Assignment, Masking: Open Label, Primary Purpose: Treatment

Related Conditions & MeSH terms

• Attention Deficit Disorder with Hyperactivity
• Attention Deficit Hyperactivity Disorder

Intervention

Behavioral:
• Attention Training Technique

Locations

Country	Name	City	State
United Kingdom	University of Manchester	Manchester

Sponsors (1)

Lead Sponsor	Collaborator
University of Manchester

Country where clinical trial is conducted

United Kingdom, 

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	Inattention on the Swanson, Nolan and Pelham questionnaire (Snap-IV)	Parent's rating of their child's inattentiveness	Change from baseline in attention post treatment and at follow up 6 weeks later	No
Secondary	Hyperactivity on the Swanson, Nolan and Pelham questionnaire (Snap-IV)	Parent's rating of their child's hyperactivity	Change from baseline in hyperactivity post treatment and at follow up 6 weeks later	No
Secondary	Impulsivity on the Swanson, Nolan and Pelham questionnaire (Snap-IV)	Parent's rating of their child's impulsivity	Change from baseline in impulsivity post treatment and at follow up 6 weeks later	No
Secondary	Attentional control on the Attentional Control Scale for Children (ASC-C)	Children's self reported ability to focus and shift their attention	Change from baseline in attentional control post treatment and at follow up 6 weeks later	No
Secondary	Behaviour on the Strengths and Difficulties Questionnaire (SDQ)	Parent's ratings of their child's behaviours	Change from baseline in behaviour post treatment and at follow up 6 weeks later	No
Secondary	Executive functioning on The Behavioural Rating Inventory of Executive Functioning (BRIEF)	Parent's ratings of their child's executive functioning behaviours in the home environment	Change from baseline in executive functioning post treatment and at follow up 6 weeks later	No
Secondary	Working memory on the Weschler Intelligence Scale for Children (WISC-IV) - Digit Span	Children's Working memory as assessed by the Digit Span subtest	Change from baseline in working memory post treatment and at follow up 6 weeks later	No
Secondary	Working memory on the Weschler Intelligence Scale for Children (WISC-IV) - Letter Number Sequencing	Children's Working memory as assessed by the Letter Number Sequencing subtest	Change from baseline in working memory post treatment and at follow up 6 weeks later	No
Secondary	Treatment Acceptability Questionnaire	Parents rating of the acceptability of the treatment	Rated once at the final session of treatment, 4 weeks after the 2nd baseline is taken	No