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

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ClinicalTrials.gov 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
Sponsor:
Information provided by:
University of Toronto

Tracking Information
First Submitted Date  ICMJE April 14, 2010
First Posted Date  ICMJE July 1, 2010
Last Update Posted Date July 1, 2010
Study Start Date  ICMJE September 2009
Estimated Primary Completion Date September 2010   (Final data collection date for primary outcome measure)
Current Primary Outcome Measures  ICMJE
 (submitted: June 30, 2010)
Paced Auditory Serial Addition Test (auditory verbal working memory measure) [ Time Frame: within 120 days ]
Original Primary Outcome Measures  ICMJE Same as current
Change History No Changes Posted
Current Secondary Outcome Measures  ICMJE
 (submitted: June 30, 2010)
Cognitive Failures Questionnaire [ Time Frame: within 120 days ]
Original Secondary Outcome Measures  ICMJE Same as current
Current Other Pre-specified Outcome Measures Not Provided
Original Other Pre-specified Outcome Measures Not Provided
 
Descriptive Information
Brief Title  ICMJE Working Memory Training in College Students With Attention-Deficit Hyperactivity Disorder/Learning Disabilities
Official Title  ICMJE Working Memory Training in College Students With ADHD/LD
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.

Detailed Description Not Provided
Study Type  ICMJE Interventional
Study Phase  ICMJE Not Applicable
Study Design  ICMJE Allocation: N/A
Intervention Model: Single Group Assignment
Masking: None (Open Label)
Primary Purpose: Treatment
Condition  ICMJE Attention Deficit Disorder
Intervention  ICMJE 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.
Study Arms  ICMJE Not Provided
Publications * Not Provided

*   Includes publications given by the data provider as well as publications identified by ClinicalTrials.gov Identifier (NCT Number) in Medline.
 
Recruitment Information
Recruitment Status  ICMJE Unknown status
Estimated Enrollment  ICMJE
 (submitted: June 30, 2010)
30
Original Estimated Enrollment  ICMJE Same as current
Estimated Study Completion Date  ICMJE September 2010
Estimated Primary Completion Date September 2010   (Final data collection date for primary outcome measure)
Eligibility Criteria  ICMJE

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
Sex/Gender  ICMJE
Sexes Eligible for Study: All
Ages  ICMJE 18 Years to 35 Years   (Adult)
Accepts Healthy Volunteers  ICMJE No
Contacts  ICMJE Contact information is only displayed when the study is recruiting subjects
Listed Location Countries  ICMJE Canada
Removed Location Countries  
 
Administrative Information
NCT Number  ICMJE NCT01154686
Other Study ID Numbers  ICMJE 23977
Has Data Monitoring Committee No
U.S. FDA-regulated Product Not Provided
IPD Sharing Statement  ICMJE Not Provided
Responsible Party Rachel Gropper, OISE/University of Toronto
Study Sponsor  ICMJE University of Toronto
Collaborators  ICMJE Not Provided
Investigators  ICMJE
Principal Investigator: Rachel Gropper, MA University of Toronto
PRS Account University of Toronto
Verification Date June 2010

ICMJE     Data element required by the International Committee of Medical Journal Editors and the World Health Organization ICTRP