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Journal of Attention Disorders
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Article

Attention Training for School-Aged Children With ADHD: Results of an Open Trial

Leanne Tamm*, Carroll Hughes, Laure Ames, Joyce Pickering, Cheryl H. Silver, Peter Stavinoha, Christine L. Castillo, Jeanne Rintelmann, Jarrette Moore, Aleksandra Foxwell, S. Gina Bolanos, Tabatha Hines, Paul A. Nakonezny, and Graham Emslie

* To whom correspondence should be addressed. E-mail: leanne.tamm{at}utsouthwestern.edu.


  Abstract
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. Method: 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. Conclusion: 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. (J. of Att. Dis. 2007; XX(X) 1-XX)

First published on October 5, 2009
Journal of Attention Disorders 2009, doi:10.1177/1087054709347446
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