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Working Memory Training in College Students With Attention-Deficit Hyperactivity Disorder/Learning Disabilities

The recruitment status of this study is unknown. The completion date has passed and the status has not been verified in more than two years.
Verified June 2010 by University of Toronto.
Recruitment status was:  Recruiting
Information provided by:
University of Toronto Identifier:
First received: April 14, 2010
Last updated: June 30, 2010
Last verified: June 2010

The overall objective of the current study is to determine whether computerized Working Memory (WM) training will enhance WM capacity in college students with Attention Deficit Hyperactivity Disorder (ADHD)/Learning Disabilities (LD). There are also three additional objectives. The first is to determine whether improvements in WM will generalize to secondary outcome tasks, such as inhibitory control and planning. The second objective is to examine whether WM training will also ameliorate ADHD symptoms of inattention and hyperactivity. The last objective is to investigate whether improvements will be maintained at a two month follow-up period.

It is expected that the computerized WM training program will enhance WM capacity in college students with ADHD. In addition, it is believed that these increases in WM capacity will also lead to improvements in other executive functions. It is also hypothesized that WM training will lead to a reduction in ADHD symptomology. Lastly, these improvements should be maintained at three month follow-up.

Condition Intervention
Attention Deficit Disorder
Behavioral: Cogmed

Study Type: Interventional
Study Design: Intervention Model: Single Group Assignment
Masking: Open Label
Primary Purpose: Treatment
Official Title: Working Memory Training in College Students With ADHD/LD

Resource links provided by NLM:

Further study details as provided by University of Toronto:

Primary Outcome Measures:
  • Paced Auditory Serial Addition Test (auditory verbal working memory measure) [ Time Frame: within 120 days ]

Secondary Outcome Measures:
  • Cognitive Failures Questionnaire [ Time Frame: within 120 days ]

Estimated Enrollment: 30
Study Start Date: September 2009
Estimated Study Completion Date: September 2010
Estimated Primary Completion Date: September 2010 (Final data collection date for primary outcome measure)
Intervention Details:
    Behavioral: Cogmed
    The Cogmed Working Memory Training Program will be used as the experimental program because of preliminary evidence indicating its effectiveness in enhancing WM and reducing behavioural symptoms of inattention/hyperactivity in children. This software-based training program was designed to improve WM abilities, particularly in children with ADHD or severe attention problems. Training is implemented with a software program (RoboMemo©). It includes a set of auditory verbal and visual-spatial WM tasks presented via computer. All tasks involve: maintenance of simultaneous mental representations of multiple stimuli, unique sequencing of stimulus order in each trial and progressive adaptation of difficulty level as a function of individual performance.

Ages Eligible for Study:   18 Years to 35 Years   (Adult)
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   No

Inclusion Criteria:

  • Diagnosis of ADHD/Learning Disability
  • registered as a university student (full or part time)
  • registered at accessibilities services
  • taking at least one course

Exclusion Criteria:

  • On a leave
  Contacts and Locations
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Please refer to this study by its identifier: NCT01154686

Contact: Rachel Gropper, MA (416) 587-7944

Canada, Ontario
University of Toronto Recruiting
Toronto, Ontario, Canada
Contact: Rachel Gropper, MA         
Sponsors and Collaborators
University of Toronto
Principal Investigator: Rachel Gropper, MA University of Toronto
  More Information

Responsible Party: Rachel Gropper, OISE/University of Toronto Identifier: NCT01154686     History of Changes
Other Study ID Numbers: 23977
Study First Received: April 14, 2010
Last Updated: June 30, 2010

Additional relevant MeSH terms:
Attention Deficit Disorder with Hyperactivity
Attention Deficit and Disruptive Behavior Disorders
Neurodevelopmental Disorders
Mental Disorders processed this record on April 28, 2017