Comparing the Transfer Effects of Three Neurocognitive Training Protocols in Children With Attention-Deficit/Hyperactivity Disorder: A Single-Case Experimental Design

2021 ◽  
pp. 1-19
Author(s):  
Da-Wei Zhang ◽  
Stuart J. Johnstone ◽  
Hui Li ◽  
Xiangsheng Luo ◽  
Li Sun
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Experimental Design ◽  
Attention Deficit ◽  
Visual Analysis ◽  
Single Case ◽  
Transfer Effects ◽  
Baseline Phase ◽  
Intervention Phase ◽  
Hyperactivity Disorder ◽  
Inhibitory Function

Abstract The current study used behavioural and electroencephalograph measures to compare the transferability of three home-based interventions — cognitive training (CT), neurofeedback training (NFT), and CT combined with NFT — for reducing symptoms in children with attention-deficit/hyperactivity disorder (AD/HD). Following a multiple-baseline single-case experimental design, twelve children were randomised to a training condition. Each child completed a baseline phase, followed by an intervention phase. The intervention phase consisted of 20 sessions of at-home training. Tau-U analysis and standardised visual analysis were adopted to detect effects. Results showed that CT improved inhibitory function and NFT improved alpha EEG activity and working memory. The combined condition, which was a reduced ‘dose’ of CT and NFT, did not show any improvements. The three conditions did not alleviate AD/HD symptoms. While CT and NFT may have transfer effects on executive functions, considering the lack of improvement in symptoms, this study does not support CT and NFT on their own as a treatment for children with AD/HD.

Comparing the transfer effects of three nonpharmacological interventions in children with AD/HD: a single-case experimental design

2020 ◽  
Author(s):  
Da-Wei Zhang ◽  
Stuart J. Johnstone ◽  
Hui Li ◽  
Xiangsheng Li ◽  
Li Sun
Keyword(s):  
Experimental Design ◽  
Visual Analysis ◽  
Single Case ◽  
Multiple Baseline ◽  
Neurofeedback Training ◽  
Transfer Effects ◽  
Baseline Phase ◽  
Intervention Phase ◽  
Inhibitory Function ◽  
Home Training

The current study used behavioral and electroencephalograph measures to compare the transferability of cognitive training (CT), neurofeedback training (NFT), and CT combined with NFT in children with AD/HD. Following a multiple-baseline single-case experimental design, twelve children were randomized to a training condition. Each child completed a baseline phase, followed by an intervention phase. The intervention phase consisted of 20 sessions of at-home training. Tau-U analysis and standardized visual analysis were adopted to detect effects. CT improved inhibitory function, and NFT showed improved alpha activity and working memory. The combined condition, who was a reduced 'dose' of CT and NFT, did not show any improvements. The three conditions did not alleviate AD/HD symptoms. While CT and NFT may have near transfer effects, considering the lack of improvement in symptoms, this study does not support CT and NFT on their own as a treatment for children with AD/HD.

scholarly journals The Effectiveness of Terri Hiltel’s Self-Monitoring Program on Improving the Attention of the Students with Attention Deficit/Hyperactivity Disorder (ADHD)

2016 ◽  
Vol 8 (3) ◽  
pp. 111
Author(s):  
Nasim Baheri Eslami ◽  
Mir Mahmoud Mirnasab ◽  
Ayyoub Malek ◽  
Shahrokh Amiri
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Monitoring Program ◽  
Single Subject ◽  
Therapeutic Effects ◽  
Baseline Phase ◽  
Self Monitoring ◽  
Baseline Design ◽  
Intervention Phase ◽  
Hyperactivity Disorder

<p><strong>Introduction:</strong> This study aimed to examine Terri Hiltel’s Self-monitoring Program on improving the attention of four primary school students with Attention Deficit/Hyperactivity Disorder (ADHD).</p><p><strong>Materials and Methods:</strong> Single subject multiple-baseline design (ABA) across participants was utilized. The participants were observed along the baseline phase and the percentage of their target behaviors was accurately recorded. After the baseline, the students were trained by Terri Hiltel’s Self-monitoring program (called <em>shiny light bulb method</em>) for 12 sessions.</p><p><strong>Results: </strong>Level and trend analysis showed that the data points were placed at a level lower than the baseline for all the participants at intervention phase. That is, manifestation of off-task behaviors of the students in this phase decreased compared to the non-intervention phase (baseline); However, therapeutic effects discontinued and reduced at follow-up phase.</p><p><strong>Conclusion:</strong> Findings supported the effectiveness of self-monitoring program as a therapeutic cognitive-behavioral technique. The Study implications are discussed for applying this technique in schools and using it along with other treatments.</p>

scholarly journals Penerapan Intervensi Self-Management untuk Meningkatkan Perilaku on-Task pada Anak Usia Sekolah dengan Attention Deficit Hyperactivity Disorder (ADHD) Inattentive Type

2019 ◽  
Vol 3 (1) ◽  
pp. 15-30
Author(s):  
Kanti Sekarputri Pernama ◽  
Erniza Miranda Madjid
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Single Case ◽  
Self Management ◽  
School Age Children ◽  
Management Technique ◽  
Hyperactivity Disorder ◽  
Task Behavior ◽  
On Task Behavior ◽  
Inattentive Type

Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior and struggle in the classroom both academically and behaviorally. To be successful in school, children are required to have the ability to engage in tasks during learning activities (on-task behavior). One of the intervention known as an effective strategy to increase on-task behavior of school-age children diagnosed with ADHD is a behaviorally-based self-management technique. This study was designed for a fifth grade student aged 11 years old with ADHD predominantly inattentive type. The study took place in an inclusive school at Bojong Gede. Using a single case AB design, four self-management strategy were implemented to increase the on-task behavior. Each baseline and follow-up data was collected over four days, while the intervention it self was implemented over 16 days. The result indicated that the self-management technique appeared to be effective in increasing on-task behavior of participant (from 38% to 90,5%). Keywords: ADHD, on-task; academic engagement, self-management; student

Daily Report Card Intervention and Attention Deficit Hyperactivity Disorder: A Meta-Analysis of Single-Case Studies

2017 ◽  
Vol 83 (4) ◽  
pp. 378-395 ◽  
Author(s):  
Kellina Pyle ◽  
Gregory A. Fabiano
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Case Studies ◽  
Attention Deficit ◽  
Single Case ◽  
Report Card ◽  
Single Subject ◽  
Size Estimation ◽  
Hyperactivity Disorder ◽  
Daily Report Card ◽  
Daily Report

The daily report card (DRC) is a commonly employed behavioral intervention for treating attention deficit hyperactivity disorder (ADHD) in schools. Much of the support for the DRC comes from single-case studies, which have traditionally received less attention than group studies. This lack of attention to single-case studies results in an incomplete review of the literature for this intervention. The present study utilized meta-analytic techniques to examine the DRC as used in single-case studies, with moderating variables explored through hierarchical linear modeling. Fourteen articles, including data on 40 single-subject cases, were included in the analyses. Effect sizes generally illustrated improvement with use of the DRC, with some differences across methods of effect size estimation. Study quality and class type moderated outcomes. Overall, the present study supports the use of the DRC with students who have ADHD, and it provides guidance for using single-case studies in meta-analyses of intervention effects.

scholarly journals Resting Theta/Beta Ratios Mediate the Relationship Between Motor Competence and Inhibition in Children With Attention Deficit/Hyperactivity Disorder

2021 ◽  
Vol 12 ◽  
Author(s):  
Chi-Fang Lin ◽  
Chung-Ju Huang ◽  
Yu-Jung Tsai ◽  
Ting-Yu Chueh ◽  
Chiao-Ling Hung ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Indirect Effect ◽  
Flanker Task ◽  
Motor Ability ◽  
Motor Competence ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Inhibitory Function ◽  
The Relationship

Despite that previous studies have supported relationships between motor ability and inhibitory function, and between resting brain theta/beta power ratios (TBR) and inhibition in children with attention deficit/hyperactivity disorder (ADHD), little research has examined the mechanism within these relationships. The purpose of this study was to investigate whether TBR would mediate the relationship between motor ability and inhibitory function. A total of 71 children with ADHD were recorded resting electroencephalographic (EEG) data during eyes-open. Motor abilities were evaluated by Movement Assessment Battery for Children-2 (MABC-2) and inhibitory ability were assessed by a modified Eriksen’s flanker task. The results of mediation analyses revealed that TBR could completely mediate the relationship between motor competence and response speed (indirect effect = −0.0004, 95% CI [−0.0010, −0.0001]) and accuracy (indirect effect = 0.0003, 95% CI [0.0000, 0.0010]) in the incongruent condition of the flanker task. This study suggests that TBR may be one of the mechanisms between motor ability and inhibition function in children with ADHD.

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