The Efficacy of Working Memory Training as a Treatment for Children and Adolescents with Attention Deficit Hyperactivity Disorder PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Efficacy of Working Memory Training as a Treatment for Children and Adolescents with Attention Deficit Hyperactivity Disorder PDF full book. Access full book title The Efficacy of Working Memory Training as a Treatment for Children and Adolescents with Attention Deficit Hyperactivity Disorder by Christine Adelaide Hanson. Download full books in PDF and EPUB format.
Author: Christine Adelaide Hanson
Publisher:
ISBN:
Category : Attention-deficit disorder in adolescence
Languages : en
Pages : 105
Get Book Here
Book Description
Abstract: This study assessed the efficacy of a 5-week, intensive working memory training program for 52 children and adolescents (ages 7-17) who were identified as having ADHD and other co-morbid diagnoses. The study provided a replication of effects, since participants were assigned to the experimental group or waiting-list control group, with the waiting list control group completing training after the experimental group had finished. Parents and teachers completed paper and pencil measures of working memory, executive functioning, and ADHD symptoms at baseline, post-treatment, and four month follow-up. Parent ratings indicated that participants improved on inattention, overall number of ADHD symptoms, initiation, planning/organization, and working memory. These effects were maintained at a four month follow-up period. Teacher ratings did not indicate any significant results. The majority of participants did not show clinically significant or reliable changes. There is some evidence, provided by parent report, that WM may lead to improvements in ADHD symptoms, working memory, and other types of executive functioning; however, more research is needed to determine the validity of these treatment effects, whether treatment effects are maintained over longer follow-up periods, and whether the improvements that are found are clinically significant and reliable.
Author: Christine Adelaide Hanson
Publisher:
ISBN:
Category : Attention-deficit disorder in adolescence
Languages : en
Pages : 105
Get Book Here
Book Description
Abstract: This study assessed the efficacy of a 5-week, intensive working memory training program for 52 children and adolescents (ages 7-17) who were identified as having ADHD and other co-morbid diagnoses. The study provided a replication of effects, since participants were assigned to the experimental group or waiting-list control group, with the waiting list control group completing training after the experimental group had finished. Parents and teachers completed paper and pencil measures of working memory, executive functioning, and ADHD symptoms at baseline, post-treatment, and four month follow-up. Parent ratings indicated that participants improved on inattention, overall number of ADHD symptoms, initiation, planning/organization, and working memory. These effects were maintained at a four month follow-up period. Teacher ratings did not indicate any significant results. The majority of participants did not show clinically significant or reliable changes. There is some evidence, provided by parent report, that WM may lead to improvements in ADHD symptoms, working memory, and other types of executive functioning; however, more research is needed to determine the validity of these treatment effects, whether treatment effects are maintained over longer follow-up periods, and whether the improvements that are found are clinically significant and reliable.
Author: Synthia Sandoval Puffenberger
Publisher:
ISBN:
Category :
Languages : en
Pages : 46
Get Book Here
Book Description
Abstract: This study investigated the efficacy of a computer based working memory training program for 51 children and adolescence between the ages of 7 and 17. All participants involved in the study were classified as having ADHD, with either the primarily inattentive or combined type. Parents and teachers provided ratings of executive function and ADHD symptoms of participants before treatment, one month and four months following treatment. Data in this study were analyzed by ADHD subtype to better determine if any differences could be found by subtype population. At post treatment parents rated the DSM Inattentive group as improving on measures of both executive function and ADHD symptoms. Parent reported changes appeared to persist at four month follow up for this group. Teachers also reported change from pre to post treatment for the DSM Inattentive group on the BRIEF Initiate scale. There were no reported significant changes for the DSM combined group by either parent or teacher report from pre to post treatment. Regression analysis using the Conners' scales of inattention, hyperactivity, and oppositional at pre treatment as predictors for change at post treatment and four month follow up found that by parent report for the DSM Combined group, ratings of hyperactivity and opposition at pre treatment were negatively related to change post treatment. However, according to teacher report, opposition, hyperactivity, and inattention were positively related to reported change post treatment for both the Inattentive and Combined subtypes of ADHD. This data suggest that this training may be beneficial as an adjunct treatment for children with ADHD to focus on executive functioning deficits. This training may be more beneficial for those diagnosed with the Inattentive type of ADHD, possibly due to the detrimental or interfering behaviors of hyperactive and impulsive symptoms found in the Combined type population. However, more research is necessary to determine the validity of the treatment effects found, as well as if these findings are enduring. It is also necessary to determine if these findings go beyond 3rd party report and if they can also be found through objective measures of the participants, (i.e. using the Automated Working Memory Assessment or the Tower of London).
Author: Christine Happel
Publisher:
ISBN:
Category :
Languages : en
Pages : 39
Get Book Here
Book Description
Abstract: Working memory is a process used to momentarily store and manipulate information (Engle, 2004). Complex behaviors, such as behavioral inhibition, planning, reasoning, comprehension, and emotional regulation, are thought to be contingent on working memory ability (Barkley, 1997). Decreased working memory functioning, and therefore decreased ability in the aforementioned complex behaviors, has been found to be prevalent in individuals diagnosed with attention-deficit/hyperactivity disorder (ADHD) (Barkley, 1997; Castellanos and Tannock, 2002; Rapport et al. 2000). Past studies, Klingberg et al (2005) and Beck et al. (2009), have found working memory training to lead to improvements in several areas of working memory functioning and to a decrease in severity of ADHD symptoms among individuals who underwent the training. However, neither study assessed the effects of working memory training on children and adolescents comorbidly diagnosed with ADHD and an externalizing disorder, such as oppositional defiant disorder or conduct disorder. This study assessed the effects of Cogmed working memory training on populations comorbidly diagnosed with ADHD and one other externalizing disorder. Participants, who were between 7 and 17 years old, were organized into one group of individuals diagnosed with ADHD and another group of individuals comorbidly diagnosed with ADHD and one other externalizing disorder. Groups were compared using measures of ADHD and executive functioning, which were completed both before and after receiving working memory training. When compared, groups did not display any significant difference between their increments on the majority of measures. This study is thought to broaden the efficacy of working memory training to include children and adolescents comorbidly diagnosed with ADHD and either oppositional defiant disorder or conduct disorder.
Author: Anthony L. Brooks
Publisher: Springer
ISBN: 3030061345
Category : Computers
Languages : en
Pages : 561
Get Book Here
Book Description
This book constitutes the refereed post-conference proceedings of two conferences: The 7th EAI International Conference on ArtsIT, Interactivity and Game Creation (ArtsIT 2018), and the 3rd EAI International Conference on Design, Learning, and Innovation (DLI 2018). Both conferences were hosed in Braga, Portugal, and took place October 24-26, 2018. The 51 revised full papers presented were carefully selected from 106 submissions. ArtsIT , Interactivity and Game Creation is meant to be a place where people in arts, with a keen interest in modern IT technologies, meet with people in IT, having strong ties to art in their works. The event also reflects the advances seen in the open related topics Interactivity (Interaction Design, Virtual Reality, Augmented Reality, Robotics) and Game Creation (Gamification, Leisure Gaming, GamePlay). ArtsIT has been successfully co-located with DLI as the design, learning and innovation frame the world of IT, opening doors into an increasingly playful worlds. So the DLI conference is driven by the belief that tools, techniques and environments can spark and nature a passion for learning, transformation domains such as education, rehabilitation/therapy, work places and cultural institutions.
Author: Tobias Banaschewski
Publisher: Oxford University Press
ISBN: 0198739257
Category : Medical
Languages : en
Pages : 473
Get Book Here
Book Description
Oxford Textbook of Attention Deficit Hyperactivity Disorder is an authoritative, multi-disciplinary text covering the diagnosis, assessment and management of patients with ADHD.
Author: Brian P. Daly
Publisher: Hogrefe Publishing GmbH
ISBN: 161334600X
Category : Psychology
Languages : en
Pages : 217
Get Book Here
Book Description
State-of-the-art guidance on the effective assessment and treatment of children and adolescents with ADHD New updated edition Provides guidance on multimodal care and diversity issues Includes downloadable handouts This updated new edition of this popular text integrates the latest research and practices to give practitioners concise and readable guidance on the assessment and effective treatment of children and adolescents with attention-deficit/hyperactivity disorder (ADHD). This common childhood condition can have serious consequences for academic, emotional, social, and occupational functioning. When properly identified and diagnosed, however, there are many interventions that have established benefits. This volume is both a compact "how to" reference, for use by professionals in their daily work, and an ideal educational reference for students. It has a similar structure to other books in the Advances in Psychotherapy series, and informs the reader of all aspects involved in the assessment and management of ADHD. Practitioners will particularly appreciate new information on the best approaches to the ideal sequencing of treatments in multimodal care, and the important diversity considerations. Suggestions for further reading, support groups, and educational organizations are also provided. A companion volume Attention-Deficit/Hyperactivity Disorder (ADHD) in Adults is also available.
Author: Tobias Egner
Publisher: John Wiley & Sons
ISBN: 1118920546
Category : Science
Languages : en
Pages : 629
Get Book Here
Book Description
Covering basic theory, new research, and intersections with adjacent fields, this is the first comprehensive reference work on cognitive control – our ability to use internal goals to guide thought and behavior. Draws together expert perspectives from a range of disciplines, including cognitive psychology, neuropsychology, neuroscience, cognitive science, and neurology Covers behavioral phenomena of cognitive control, neuroanatomical and computational models of frontal lobe function, and the interface between cognitive control and other mental processes Explores the ways in which cognitive control research can inform and enhance our understanding of brain development and neurological and psychiatric conditions
Author: Herbert C. Quay
Publisher: Springer Science & Business Media
ISBN: 1461548810
Category : Psychology
Languages : en
Pages : 694
Get Book Here
Book Description
The purpose of this Handbook is to provide the researcher, clinician, teacher and student in all mental health fields with comprehensive coverage of Disruptive Behavior Disorders (Attention Deficit/Hyperactivity Disorder, Conduct Disorder and Oppositional Defiant Disorder). With over 50 contributors and 2600 references, this Handbook is the most complete resource available on this important topic.
Author:
Publisher:
ISBN:
Category : Cancer
Languages : en
Pages : 616
Get Book Here
Book Description
Author: Alan Baddeley
Publisher: OUP Oxford
ISBN: 0191004960
Category : Psychology
Languages : en
Pages : 432
Get Book Here
Book Description
'Working Memory, Thought, and Action' is the magnum opus of one of the most influential cognitive psychologists of the past 50 years. This new volume on the model he created (with Graham Hitch) discusses the developments that have occurred within the model in the past twenty years, and places it within a broader context. Working memory is a temporary storage system that underpins our capacity for coherent thought. Some 30 years ago, Baddeley and Hitch proposed a way of thinking about working memory that has proved to be both valuable and influential in its application to practical problems. This book updates the theory, discussing both the evidence in its favour, and alternative approaches. In addition, it discusses the implications of the model for understanding social and emotional behaviour, concluding with an attempt to place working memory in a broader biological and philosophical context. Inside are chapters on the phonological loop, the visuo-spatial sketchpad, the central executive and the episodic buffer. There are also chapters on the relevance to working memory of studies of the recency effect, of work based on individual differences, and of neuroimaging research. The broader implications of the concept of working memory are discussed in the chapters on social psychology, anxiety, depression, consciousness and on the control of action. Finally, Baddeley discusses the relevance of a concept of working memory to the classic problems of consciousness and free will. This new volume from one of the pioneers in memory research will doubtless emulate the success of its predecessor, and be a major publication within the psychological literature.
