The journal Clinical Pediatrics (CLIN PEDIATR 2011 50: 615 originally published online 10 May 2011)
This peer reviewed journal discusses the use of Play Attention and cognitive attention training in public schools. The researchers were so inspired by their success, they received funding for a 19 school study that was published in Journal of Developmental Behavioral Pediatrics – January 2014.
Abstract: Objective. This study examined the efficacy of 2 computer-based training systems to teach children with attention deficit/hyperactivity disorder (ADHD) to attend more effectively. Design/methods. A total of 41 children with ADHD from 2 middle schools were randomly assigned to receive 2 sessions a week at school of either neurofeedback (NF) or attention training through a standard computer format (SCF), either immediately or after a 6-month wait (waitlist control group). Parents, children, and teachers completed questionnaires pre- and postintervention. Results. Primary parents in the NF condition reported significant (P < .05) change on Conners’s Rating Scales–Revised (CRS-R) and Behavior Assessment Scales for Children (BASC) subscales; and in the SCF condition, they reported significant (P < .05) change on the CRS-R Inattention scale and ADHD index, the BASC Attention Problems Scale, and on the Behavioral Rating Inventory of Executive Functioning (BRIEF). Conclusion. This randomized control trial provides preliminary evidence of the effectiveness of computer-based interventions for ADHD and supports the feasibility of offering them in a school setting.
Furthermore, since 1996, Play Attention’s success has allowed us to gather data from various people or institutions including psychologists, speech language pathologists, teachers, and universities. These data have been collected and assessed using a variety of objective modalities. Some of the assessment instruments have included the BASC (Behavior Assessment System for Children). The BASC assists a professional in evaluating behavioral and emotional issues and identifying strengths and weaknesses. It also helps differentiate between hyperactivity and attention problems while monitoring treatment interventions and outcomes.
Additionally, continuous performance tests (CPTs) were used. These include the Integrated Visual and Auditory test of attention (IVA) and the Test of Variables of Attention (TOVA). Both the IVA and the TOVA are neurophysiological measures of attention, not subjective ratings of behavior. They present as very simple computer games that measure responses to either visual and/or auditory stimuli. These measurements are then compared to the measurements of a group of people without attention disorders who took the IVA or the T.O.V.A.
These objective assessments have demonstrated Play Attention’s efficacy in clinical practices, schools, and homes. We are delighted to share these data with you.
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