Working… Menu

Working Memory Training in College Students With Attention-Deficit Hyperactivity Disorder/Learning Disabilities

The safety and scientific validity of this study is the responsibility of the study sponsor and investigators. Listing a study does not mean it has been evaluated by the U.S. Federal Government. Read our disclaimer for details. Identifier: NCT01154686
Recruitment Status : Unknown
Verified June 2010 by University of Toronto.
Recruitment status was:  Recruiting
First Posted : July 1, 2010
Last Update Posted : July 1, 2010
Information provided by:
University of Toronto

Brief Summary:

The overall objective of the current study is to determine whether computerized Working Memory (WM) training will enhance WM capacity in college students with Attention Deficit Hyperactivity Disorder (ADHD)/Learning Disabilities (LD). There are also three additional objectives. The first is to determine whether improvements in WM will generalize to secondary outcome tasks, such as inhibitory control and planning. The second objective is to examine whether WM training will also ameliorate ADHD symptoms of inattention and hyperactivity. The last objective is to investigate whether improvements will be maintained at a two month follow-up period.

It is expected that the computerized WM training program will enhance WM capacity in college students with ADHD. In addition, it is believed that these increases in WM capacity will also lead to improvements in other executive functions. It is also hypothesized that WM training will lead to a reduction in ADHD symptomology. Lastly, these improvements should be maintained at three month follow-up.

Condition or disease Intervention/treatment Phase
Attention Deficit Disorder Behavioral: Cogmed Not Applicable

Layout table for study information
Study Type : Interventional  (Clinical Trial)
Estimated Enrollment : 30 participants
Allocation: N/A
Intervention Model: Single Group Assignment
Masking: None (Open Label)
Primary Purpose: Treatment
Official Title: Working Memory Training in College Students With ADHD/LD
Study Start Date : September 2009
Estimated Primary Completion Date : September 2010
Estimated Study Completion Date : September 2010

Resource links provided by the National Library of Medicine

Intervention Details:
  • Behavioral: Cogmed
    The Cogmed Working Memory Training Program will be used as the experimental program because of preliminary evidence indicating its effectiveness in enhancing WM and reducing behavioural symptoms of inattention/hyperactivity in children. This software-based training program was designed to improve WM abilities, particularly in children with ADHD or severe attention problems. Training is implemented with a software program (RoboMemo©). It includes a set of auditory verbal and visual-spatial WM tasks presented via computer. All tasks involve: maintenance of simultaneous mental representations of multiple stimuli, unique sequencing of stimulus order in each trial and progressive adaptation of difficulty level as a function of individual performance.

Primary Outcome Measures :
  1. Paced Auditory Serial Addition Test (auditory verbal working memory measure) [ Time Frame: within 120 days ]

Secondary Outcome Measures :
  1. Cognitive Failures Questionnaire [ Time Frame: within 120 days ]

Information from the National Library of Medicine

Choosing to participate in a study is an important personal decision. Talk with your doctor and family members or friends about deciding to join a study. To learn more about this study, you or your doctor may contact the study research staff using the contacts provided below. For general information, Learn About Clinical Studies.

Layout table for eligibility information
Ages Eligible for Study:   18 Years to 35 Years   (Adult)
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   No

Inclusion Criteria:

  • Diagnosis of ADHD/Learning Disability
  • registered as a university student (full or part time)
  • registered at accessibilities services
  • taking at least one course

Exclusion Criteria:

  • On a leave

Information from the National Library of Medicine

To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.

Please refer to this study by its identifier (NCT number): NCT01154686

Layout table for location contacts
Contact: Rachel Gropper, MA (416) 587-7944

Layout table for location information
Canada, Ontario
University of Toronto Recruiting
Toronto, Ontario, Canada
Contact: Rachel Gropper, MA         
Sponsors and Collaborators
University of Toronto
Layout table for investigator information
Principal Investigator: Rachel Gropper, MA University of Toronto
Layout table for additonal information
Responsible Party: Rachel Gropper, OISE/University of Toronto Identifier: NCT01154686    
Other Study ID Numbers: 23977
First Posted: July 1, 2010    Key Record Dates
Last Update Posted: July 1, 2010
Last Verified: June 2010
Additional relevant MeSH terms:
Layout table for MeSH terms
Attention Deficit Disorder with Hyperactivity
Attention Deficit and Disruptive Behavior Disorders
Neurodevelopmental Disorders
Mental Disorders