Attention training for school-aged children with ADHD: Results of an open trial

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

doi:10.1177/1087054709347446

Attention training for school-aged children with ADHD: Results of an open trial

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

Research output: Contribution to journal › Article › peer-review

51 Scopus citations

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.

Original language	English (US)
Pages (from-to)	86-94
Number of pages	9
Journal	Journal of Attention Disorders
Volume	14
Issue number	1
DOIs	https://doi.org/10.1177/1087054709347446
State	Published - 2010

Keywords

Attention training
Cognitive remediation
Nonpharmacological intervention

ASJC Scopus subject areas

Developmental and Educational Psychology
Clinical Psychology

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10.1177/1087054709347446

Cite this

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title = "Attention training for school-aged children with ADHD: Results of an open trial",

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.",

keywords = "Attention training, Cognitive remediation, Nonpharmacological intervention",

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

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doi = "10.1177/1087054709347446",

language = "English (US)",

volume = "14",

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journal = "Journal of Attention Disorders",

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T2 - Results of an open trial

AU - Tamm, Leanne

AU - Hughes, Carroll

AU - Ames, Laure

AU - Pickering, Joyce

AU - Silver, Cheryl H.

AU - Stavinoha, Peter

AU - Castillo, Christine L.

AU - Rintelmann, Jeanne

AU - Moore, Jarrette

AU - Foxwell, Aleksandra

AU - Bolanos, S. Gina

AU - Hines, Tabatha

AU - Nakonezny, Paul A.

AU - Emslie, Graham

PY - 2010

Y1 - 2010

N2 - 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.

AB - 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.

KW - Attention training

KW - Cognitive remediation

KW - Nonpharmacological intervention

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Attention training for school-aged children with ADHD: Results of an open trial

Abstract

Keywords

ASJC Scopus subject areas

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