The Role of Age, Cognitive Ability, and ADHD Symptoms on Outcomes of Attention Training in Primary School Children

摘要

Attention training can improve children's attention; however, certain child characteristics may influence differential outcomes. This study explored the influence of age, general cognitive ability, and ADHD symptoms on attention outcomes following attention training. Ninety-eight children (5-9 years) were randomized to participate in attention training, placebo, or usual school activities for 20 min daily during class over 5 weeks. Child cognitive assessments and parent/teacher behavioral questionnaires were completed pre-, post-, and 6 month post-intervention. Linear mixed-effects models indicated that for the attention training condition, younger age was associated with greater improvement in cognitive attention post-intervention and older age with less improvement, while more ADHD symptoms were associated with greater reductions in teacher-rated inattentive/hyperactive behavior post-intervention and fewer ADHD symptoms were associated with fewer improvements in cognitive attention post-intervention. General cognitive ability was not associated with outcomes. Child characteristics may influence attention training outcomes; however, larger studies are needed.