Consistent with NIMH Strategic Objective #3, the proposed project seeks to translate clinical neuropsychological findings regarding underlying impairments in children with ADHD into new and better interventions that incorporate the diverse needs and circumstances of these children (NIMH, 2008). Specifically, the goal of the core study is to develop a central executive training (CET) intervention for children with attention-deficit/hyperactivity disorder (ADHD) and examine its feasibility, acceptability, engagement, and usability. This will involve early developmental work on software and treatment manuals followed by evaluation of the feasibility of enrolling, retaining, and treating ADHD children with CET. An evidence-informed intervention targeting central executive functioning in children with ADHD has the potential to result in clinically significant improvements in ADHD symptoms relative to extant behavioral treatments and capacity-based (short-term memory) training interventions. The long-term goal is to develop an efficacious and acceptable CET intervention with the potential for generalized improvements in, or normalization of, ADHD-related impairments in peer, family, and academic functioning.

Public Health Relevance

Consistent with NIMH Strategic Objective #3, the proposed project seeks to translate clinical neuropsychological findings into 'new and better interventions that incorporate the diverse needs and circumstances' of children with ADHD. Toward this end, the goal of the current project is to develop and assess the feasibility, acceptability, engagement, and usability of a novel, central executive (CE) working memory training intervention. Drawing on advances in cognitive and clinical science, behavioral methods, and serious games research, an evidence-informed intervention targeting CE functioning in children with ADHD has the potential to result in clinically significant improvements in ADHD behavioral, interpersonal, and functional impairments relative to extant behavioral treatments and capacity-based (short-term memory) training interventions.

Agency
National Institute of Health (NIH)
Institute
National Institute of Mental Health (NIMH)
Type
Planning Grant (R34)
Project #
3R34MH102499-03S1
Application #
9252775
Study Section
Interventions Committee for Disorders Involving Children and Their Families (ITVC)
Program Officer
Garvey, Marjorie A
Project Start
2014-08-07
Project End
2017-07-31
Budget Start
2016-08-02
Budget End
2017-07-31
Support Year
3
Fiscal Year
2016
Total Cost
Indirect Cost
Name
Florida State University
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
790877419
City
Tallahassee
State
FL
Country
United States
Zip Code
32306
Wells, Erica L; Kofler, Michael J; Soto, Elia F et al. (2018) Assessing working memory in children with ADHD: Minor administration and scoring changes may improve digit span backward's construct validity. Res Dev Disabil 72:166-178
Kofler, Michael J; Sarver, Dustin E; Harmon, Sherelle L et al. (2018) Working memory and organizational skills problems in ADHD. J Child Psychol Psychiatry 59:57-67
Aduen, Paula A; Kofler, Michael J; Sarver, Dustin E et al. (2018) ADHD, depression, and motor vehicle crashes: A prospective cohort study of continuously-monitored, real-world driving. J Psychiatr Res 101:42-49
Aduen, Paula A; Day, Taylor N; Kofler, Michael J et al. (2018) Social Problems in ADHD: Is it a Skills Acquisition or Performance Problem? J Psychopathol Behav Assess 40:440-451
Kofler, Michael J; Spiegel, Jamie A; Austin, Kristin E et al. (2018) Are Episodic Buffer Processes Intact in ADHD? Experimental Evidence and Linkage with Hyperactive Behavior. J Abnorm Child Psychol 46:1171-1185
Kofler, Michael J; Irwin, Lauren N; Soto, Elia F et al. (2018) Executive Functioning Heterogeneity in Pediatric ADHD. J Abnorm Child Psychol :
Kofler, Michael J; Harmon, Sherelle L; Aduen, Paula A et al. (2018) Neurocognitive and behavioral predictors of social problems in ADHD: A Bayesian framework. Neuropsychology 32:344-355
Fosco, Whitney D; Sarver, Dustin E; Kofler, Michael J et al. (2018) Parent and child neurocognitive functioning predict response to behavioral parent training for youth with ADHD. Atten Defic Hyperact Disord 10:285-295
Kofler, Michael J; Sarver, Dustin E; Austin, Kristin E et al. (2018) Can working memory training work for ADHD? Development of central executive training and comparison with behavioral parent training. J Consult Clin Psychol 86:964-979
Kofler, Michael J; Spiegel, Jamie A; Soto, Elia F et al. (2018) Do Working Memory Deficits Underlie Reading Problems in Attention-Deficit/Hyperactivity Disorder (ADHD)? J Abnorm Child Psychol :

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