Abstract
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.
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Data Availability
The datasets generated during the current study are available from the corresponding author on reasonable request.
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Acknowledgements
The authors thank the families and schools who participated; Catholic Education Melbourne for their support; Richard Meagher, Yan Yang, and Rosemary Yates for their assistance with data collection; and the research interns, Alice MacDonald, Ashley Grigoriadis, Eugenie Edillo, Gabriel Rae, Grace Evans, and Orianne Rais for their dedication to the project.
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Funding was provided by the Australian Department of Innovation, Industry, and Science.
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HK conceived the research idea, created the research design, applied for and received funding, selected the measures to be included, recruited participants, collected data, entered the data, and drafted this manuscript. SR determined the statistical tests, performed the statistical analyses, drafted sections of the manuscript, and provided feedback. KC assisted in the research idea for this project and provided feedback on this manuscript. MSS was involved in the creation of the research design, measure selection, recruitment of participants, and provided extensive feedback on this manuscript.
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The methodology for this study was approved by the Monash University Human Research Ethics committee (Ethics approval number: CF12/2779 – 2012001505).
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Written informed consent was obtained from legal guardians. The authors affirm that research participants provided informed consent for the publication of their de-identified data.
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Authors HK and KC are co-inventors on a patent for the attention training program used in this study. All other authors declare no competing interests.
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Kirk, H.E., Richmond, S., Cornish, K.M. et al. The Role of Age, Cognitive Ability, and ADHD Symptoms on Outcomes of Attention Training in Primary School Children. J Cogn Enhanc 6, 170–182 (2022). https://doi.org/10.1007/s41465-021-00229-0
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DOI: https://doi.org/10.1007/s41465-021-00229-0