“Braingame Brian”: Toward an Executive Function Training Program with Game Elements for Children with ADHD and Cognitive Control Problems

2013 ◽  
Vol 2 (1) ◽  
pp. 44-49 ◽  
Author(s):  
Pier J.M. Prins ◽  
Esther Ten Brink ◽  
Sebastiaan Dovis ◽  
Albert Ponsioen ◽  
Hilde M. Geurts ◽  
...  
Keyword(s):  
Executive Function ◽  
Cognitive Control ◽  
Training Program ◽  
Control Problems ◽  
Children With Adhd ◽  
Executive Function Training ◽  
Game Elements

scholarly journals Executive Function in Children with Attention Deficit/Hyperactivity Disorder: The NIH EXAMINER Battery

2013 ◽  
Vol 20 (1) ◽  
pp. 41-51 ◽  
Author(s):  
Jane E. Schreiber ◽  
Katherine L. Possin ◽  
Jonathan M. Girard ◽  
Celiane Rey-Casserly
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Executive Function ◽  
Cognitive Control ◽  
Attention Deficit ◽  
Memory Performance ◽  
Parent Report ◽  
Learning Problems ◽  
Children With Adhd ◽  
Hyperactivity Disorder

AbstractTheories of attention deficit/hyperactivity disorder (ADHD) increasingly highlight the role of neuropsychological impairment in ADHD; however, a consistent and identifiable pattern of performance on tests is not well established. The National Institutes of Health (NIH) Executive Abilities: Measures and Instruments for Neurobehavioral Evaluation and Research (EXAMINER) battery provides measures of common variance across multiple executive function tests within specific domains and was used to characterize which executive functions are most affected in children with ADHD. Thirty-two children (24 male), ages 8–15 years (M = 12.02; SD = 2.29), diagnosed with ADHD and no comorbid disorder completed the NIH EXAMINER battery. Sixty age and gender matched healthy controls were chosen from a database of participants enrolled in the NIH EXAMINER multi-site study. Children with ADHD performed worse on the working memory score compared with the controls. No differences were found on the cognitive control or fluency scores. For children with ADHD, poorer working memory performance predicted parent report of child learning problems. Cognitive control and fluency scores did not predict learning problems. In summary, working memory emerges as a primary impairment in children with ADHD who have no comorbid disorders. Furthermore, working memory weaknesses may underlie the academic problems often seen in children with ADHD. (JINS, 2013, 19, 1–11)

scholarly journals Working Memory and Impulsivity and Artificial Neural Networks

2020 ◽  
Author(s):  
Markus Ville Tiitto ◽  
Robert A. Lodder
Keyword(s):  
Neural Networks ◽  
Artificial Neural Networks ◽  
Executive Function ◽  
Neuropsychological Functioning ◽  
Neurodevelopmental Disorder ◽  
Children With Adhd ◽  
Training Activities ◽  
Executive Function Training ◽  
Artificial Neural ◽  
Executive Function Deficits

AbstractAttention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. The treatment of ADHD could potentially be improved with the development of combination therapies targeting multiple systems. Both the number of children diagnosed with ADHD and the use of stimulant medications for its treatment have been rising in recent years, and concern about side-effects and future problems that medication may cause have been increasing. An alternative treatment strategy for ADHD attracting wide interest is the targeting of neuropsychological functioning, such as executive function impairments. Computerized training programs (including video games) have drawn interest as a tool to train improvements in executive function deficits in children with ADHD. Our lab is currently conducting a pilot study to assess the effects of the online game Minecraft as a therapeutic video game (TVG) to train executive function deficits in children with ADHD. The effect of the TVG intervention in combination with stimulants is being investigated to develop a drug-device combination therapy that can address both the dopaminergic dysfunction and executive function deficits present in ADHD. Although the results of this study will be used to guide the clinical development process, additional guidance for the optimization of the executive function training activities will be provided by a computational model of executive functions built with artificial neural networks (ANNs). This model uses ANNs to complete virtual tasks resembling the executive function training activities that the study subjects practice in the Minecraft world, and the schedule of virtual tasks that result in maximum improvements in ANN performance on these tasks will be investigated as a method to inform the selection of training regimens in future clinical studies.

Executive Function Training for Preschool Children With ADHD: A Randomized Controlled Trial

2020 ◽  
pp. 108705472095672
Author(s):  
Lan Shuai ◽  
Yuanyuan Wang ◽  
Wei Li ◽  
Amanda Wilson ◽  
Shanshan Wang ◽  
...  
Keyword(s):  
Executive Function ◽  
Preschool Children ◽  
Retention Rate ◽  
Controlled Trial ◽  
Intervention Group ◽  
Controlled Study ◽  
Children With Adhd ◽  
Randomized Controlled ◽  
Oppositional Defiant ◽  
Executive Function Training

Objective: This randomized controlled study explored the efficacy, feasibility, and acceptability of executive function training (EFT) for preschool children with ADHD. Method: The current study design was an 8 week randomized parallel groups, single-blinded trial, using EFT-P. A total of 96 children with an ADHD diagnosis at age 4 to 5 years old were randomized into the intervention group and waitlist group. In the intervention group, 46 out of 50 participants completed the 8-week program, compared with 39 out of 46 in the waiting group. The level of ADHD symptoms and the executive function (EF) were evaluated by both neuropsychological tests from NEPSY Second Edition (NEPSY-II) and Behavior Rating Inventory of Executive Function Preschool version (BRIEF-P). Results: The EFT is feasible to administer and is acceptable for preschool children, with a 93% retention rate. Results showed that following the intervention, the visual-motor precision ( p = .024), ADHD diagnostic state ( p = .01), and oppositional defiant symptoms ( p = .023) improved significantly in preschool children. However, the symptoms of ADHD and other EF evaluations were found to be insignificant. Conclusion: The EFT is feasible, acceptable, and potentially effective to reduce symptoms and improve EF for preschool children with ADHD. The next step is to extend the program time and provide more frequent practice of activities between the children and the therapist and/or parent, to improve the effectiveness.

A preliminary randomized, controlled trial of executive function training for children with autism spectrum disorder

Autism ◽  
2021 ◽  
pp. 136236132110149
Author(s):  
Susan Faja ◽  
Tessa Clarkson ◽  
Rachel Gilbert ◽  
Akshita Vaidyanathan ◽  
Gabriella Greco ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Training Program ◽  
Children With Autism ◽  
Training Group ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder ◽  
Brain Responses ◽  
Executive Function Training

This randomized, controlled study examined the initial efficacy of an executive function training program for children with autism spectrum disorder. Seventy 7- to 11 year-olds with autism spectrum disorder and intelligence quotients ⩾80 were randomly assigned to receive a web-based set of executive function training games combined with in-person metacognition coaching or to a waitlist. Primary outcomes were evaluated for neural responses related to executive function, lab-based executive function behavior, and generalization of executive function skills. Secondary outcomes included measures of social function. Post-testing and analyses were conducted by staff naïve to group assignment. Children exhibited a change in neural response following training relative to the waitlist group [Formula: see text]. Training effects were not detected via lab-based tasks [Formula: see text] or generalized to caregiver-reported executive function skills outside the lab [Formula: see text]. However, the training group demonstrated reduced symptoms of repetitive behavior [Formula: see text] following training. There were no adverse events or attrition from the training group. Findings suggest that brief, targeted computer-based training program accompanied by coaching is feasible and may improve neural responses and repetitive behaviors of school-aged children with autism spectrum disorder. Lay abstract Executive function, which is a set of thinking skills that includes stopping unwanted responses, being flexible, and remembering information needed to solve problems, is a challenge for many children on the autism spectrum. This study tested whether executive function could be improved with a computerized executive function training program under the guidance of a coach who reinforced the use of executive function skills. Seventy children with autism spectrum disorder from age 7 to 11 years of age participated in the study. They were randomly assigned to receive training or to a waiting group. The tests most likely to determine whether the training may be effective were chosen from a larger battery before the study started and included one task measuring brain responses, two measures of executive function in the lab, and a parent questionnaire. Changes in social functioning and repetitive behaviors were also explored. All children assigned to training completed the program and families generally reported the experience was positive. Brain responses of the training group changed following training, but not within the waiting group during a similar time period. Children who received training did not exhibit behavioral changes during the two the lab-based tasks. Parent report on questionnaires indicated that neither group showed a significant change in their broad use of executive function in other settings. Yet, children who received training were reported to have fewer restricted and repetitive behaviors following training. These initial findings suggest that short executive function training activities are feasible and may improve some functioning of school-aged children on the autism spectrum.

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