title: A Novel Feed-Forward Modeling System Leads to Sustained Improvements in Attention and Academic Performance.
abstract: Objective:This study tested a novel feed-forward modeling (FFM) system as a nonpharmacological intervention for the treatment of ADHD children and the training of cognitive skills that improve academic performance.Method:This study implemented a randomized, controlled, parallel design comparing this FFM with a nonpharmacological community care intervention. Improvements were measured on parent- and clinician-rated scales of ADHD symptomatology and on academic performance tests completed by the participant. Participants were followed for 3 months after training.Results:Participants in the FFM training group showed significant improvements in ADHD symptomatology and academic performance, while the control group did not. Improvements from FFM were sustained 3 months later.Conclusion:The FFM appeared to be an effective intervention for the treatment of ADHD and improving academic performance. This FFM training intervention shows promise as a first-line treatment for ADHD while improving academic performance.
authors.affiliation: Atentiv LLC, Waltham, MA, USA.
authors.forename: Ashley F
authors.initials: AF
authors.lastname: McDermott
authors.affiliation: Atentiv LLC, Waltham, MA, USA.
authors.forename: Maya
authors.initials: M
authors.lastname: Rose
authors.affiliation: Atentiv LLC, Waltham, MA, USA.
authors.forename: Troy
authors.initials: T
authors.lastname: Norris
authors.affiliation: Atentiv LLC, Waltham, MA, USA.
authors.forename: Eric
authors.initials: E
authors.lastname: Gordon
mesh_terms: D000073978:Academic Performance; D001288:Attention; D001289:Attention Deficit Disorder with Hyperactivity / Q000628:therapy; D002648:Child; D006801:Humans; D010290:Parents; D016896:Treatment Outcome
keywords: ADD/ADHD; academic performance; attention training; computer attention training; focused attention