Attention training for school-aged children with ADHD: results of an open trial.
OBJECTIVE
The article discusses a feasibility study conducted to examine whether Pay Attention!, an intervention training sustained, selective, alternating, and divided attention, could be utilized in a clinical setting with children diagnosed with ADHD, and whether children who received the intervention made attention and executive functioning gains.


METHODS
After a diagnostic and baseline evaluation, 23 school-aged children with ADHD participate in up to 16 sessions of Pay Attention! and the outcomes are evaluated.


RESULTS
Results show the intervention is feasible to administer and acceptable to participants. Parents and clinicians rate fewer ADHD symptoms following the intervention and report improvements in executive function. Child performance on neuropsychological tests showed improvements in fluid reasoning and cognitive flexibility and working memory.


CONCLUSIONS
The findings suggest that a randomized clinical trial of Pay Attention! is warranted to investigate its viability as a treatment for attention and executive functioning deficits in ADHD.
Tamm
Leanne
L
UT Southwestern Medical Center, Dallas, TX, 75390-8589, USA. leanne.tamm@utsouthwestern.edu
Hughes
Carroll
C
Ames
Laure
L
Pickering
Joyce
J
Silver
Cheryl H
CH
Stavinoha
Peter
P
Castillo
Christine L
CL
Rintelmann
Jeanne
J
Moore
Jarrette
J
Foxwell
Aleksandra
A
Bolanos
S Gina
SG
Hines
Tabatha
T
Nakonezny
Paul A
PA
Emslie
Graham
G
D000293:Adolescent; D001288:Attention; D001289:Attention Deficit Disorder with Hyperactivity / Q000628:therapy*; D001521:Behavior Therapy; D002648:Child; D056344:Executive Function; D005260:Female; D006801:Humans; D008297:Male; D009483:Neuropsychological Tests; D018579:Patient Selection; D016896:Treatment Outcome