Training inhibitory control through videogame use by adolescents with Attention Deficit Hyperactivity Disorder

• Grant number: 12/02045-9
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: May 01, 2012
• End date: February 29, 2016
• Field of knowledge: Humanities - Psychology - Cognitive Psychology
• Principal Investigator: Orlando Francisco Amodeo Bueno
• Grantee: Thiago Strahler Rivero
• Host Institution: Pró-Reitoria de Pós-Graduação e Pesquisa. Universidade Federal de São Paulo (UNIFESP). São Paulo , SP, Brazil

Abstract

Currently, research on the attention deficit hyperactivity disorder (ADHD) in adolescents have focused on the loss of executive functioning, motivation, and failure in the reward system, changing the old perception of binomial symptomatology inattention-hyperactivity. Because of this, treatment interventions need to be focusing on multimodal treatments, education, metacognitive and aimed at the training of cognitive functions. Moreover, the failure of inhibitory control have been indicated as a major cause of impairment of daily living activities. The use of video games as a tool in the rehabilitation of cognitive functions of young people with ADHD have added significant value to the treatment as a whole, combining the training abilities with increased motivation, engagement and intrinsic learning. Objective: this study aims to find parameters for the development of a inhibitory control training through a video game that has a high motivational impact on adolescents with ADHD. Furthermore, we aimed to understand how cognitive training can be transferred (generalized) for activities beyond the laboratory context, as the daily living activities, through the investigation of functionality and adaptation measures. Materials and methods: The study design will be controlled, randomized, blinded, with an intervention group and a control group. In each group will be assigned 40 adolescents with ADHD. Subjects in the intervention group will undergo a cognitive training focusing on the three skills that are more functionally impaired, the inhibitory control of attentional, motor and planning. The control group also receive cognitive training, but not for inhibitory control functions but a socialization training. Hypothesis: 1) The training reduces inhibitory control failures (i.e impulsive behavior), 2) Video game training improve the treatment response ; 3) Better adherence to training video game group , 4) Improvement of ADHD clinical symptoms (impulsivity symptoms) after the video game training, 5) Improvement of impulsivity symptoms at home and at school; 6) Improved academic performance. (AU)