interventions to improve executive functioning and working memory in school-aged children with ad(h)d a randomised controlled trial and stepped-care approach干预提高执行能力和工作记忆在学龄儿童广告(h)d随机对照试验和stepped-care方法.pdfVIP

interventions to improve executive functioning and working memory in school-aged children with ad(h)d a randomised controlled trial and stepped-care approach干预提高执行能力和工作记忆在学龄儿童广告(h)d随机对照试验和stepped-care方法.pdf

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interventions to improve executive functioning and working memory in school-aged children with ad(h)d a randomised controlled trial and stepped-care approach干预提高执行能力和工作记忆在学龄儿童广告(h)d随机对照试验和stepped-care方法

van der Donk et al. BMC Psychiatry 2013, 13:23 /1471-244X/13/23 STUDY PROTOCOL Open Access Interventions to improve executive functioning and working memory in school-aged children with AD(H)D: a randomised controlled trial and stepped-care approach 1,2* 2 2 3 Marthe LA van der Donk , Anne-Claire Hiemstra-Beernink , Ariane C Tjeenk-Kalff , Aryan V van der Leij and Ramón JL Lindauer1,2 Abstract Background: Deficits in executive functioning are of great significance in attention-deficit/hyperactivity disorder (ADHD). One of these executive functions, working memory, plays an important role in academic performance and is often seen as the core deficit of this disorder. There are indications that working memory problems and academic performance can be improved by school-oriented interventions but this has not yet been studied systematically. In this study we will determine the short- and long-term effects of a working memory - and an executive function training applied in a school situation for children with AD(H)D, taking individual characteristics, the level of impairment and costs (stepped-care approach) into account. Methods/design: The study consists of two parts: the first part is a randomised controlled trial with school-aged children (8– 12 yrs) with AD(H)D. Two groups (each n = 50) will be randomly assigned to a well studied computerized working memory training ‘Cogmed’, or to the ‘Paying attention in class’ intervention which is an experimental school-based executive function training. Children will be selected from regular -and special education primary schools in the region of Amsterdam, the Netherlands. The second part of the study will determine which specific charac

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