Attention Training for School-Aged Children with ADHD: Results of an Open Trial.

Tamm, Leanne; Hughes, Carroll; Ames, Laure; Pickering, Joyce; Silver, Cheryl H.; Stavinoha, Peter; Castillo, Christine L.; Rintelmann, Jeanne; Moore, Jarrette; Foxwell, Aleksandra; Bolanos, S. Gina; Hines, Tabatha; Nakonezny, Paul A.; Emslie, Graham

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Title: Attention Training for School-Aged Children with ADHD: Results of an Open Trial

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Title:	Attention Training for School-Aged Children with ADHD: Results of an Open Trial
Authors:	Tamm, Leanne; Hughes, Carroll; Ames, Laure; Pickering, Joyce; Silver, Cheryl H.; Stavinoha, Peter; Castillo, Christine L.; Rintelmann, Jeanne; Moore, Jarrette; Foxwell, Aleksandra; Bolanos, S. Gina; Hines, Tabatha; Nakonezny, Paul A.; Emslie, Graham
Descriptors:	Intervention; Feasibility Studies; Attention Deficit Disorders; Attention Deficit Hyperactivity Disorder; Short Term Memory; Clinical Diagnosis; Outcomes of Treatment; Cognitive Ability; Symptoms (Individual Disorders); Attention Control; Training; Measures (Individuals); Rating Scales; Auditory Stimuli; Visual Stimuli; Children; Adolescents
Source:	Journal of Attention Disorders, v14 n1 p86-94 July 2010
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2010-00-00
Pages:	9
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	Objective: The article discusses a feasibility study conducted to examine whether Pay Attention!, an intervention training sustained, selective, alternating, and divided attention, could be utilized in a clinical setting with children diagnosed with ADHD, and whether children who received the intervention made attention and executive functioning gains. Method: After a diagnostic and baseline evaluation, 23 school-aged children with ADHD participate in up to 16 sessions of Pay Attention! and the outcomes are evaluated. Results: Results show the intervention is feasible to administer and acceptable to participants. Parents and clinicians rate fewer ADHD symptoms following the intervention and report improvements in executive function. Child performance on neuropsychological tests showed improvements in fluid reasoning and cognitive flexibility and working memory. Conclusion: The findings suggest that a randomized clinical trial of Pay Attention! is warranted to investigate its viability as a treatment for attention and executive functioning deficits in ADHD. (Contains 1 table and 3 figures.)
Abstractor:	As Provided
Reference Count:	40

Note:	N/A
Identifiers:	Woodcock Johnson Tests of Achievement; Wechsler Intelligence Scale for Children; Texas
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1087-0547
Audiences:	N/A
Languages:	English
Education Level:	N/A
Direct Link:	http://dx.doi.org/10.1177/1087054709347446

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