Does EEG-neurofeedback improve neurocognitive functioning in children with attention-deficit/hyperactivity disorder? A systematic review and a double-blind placebo-controlled study / Madelon A. VOLLEBREGT in Journal of Child Psychology and Psychiatry, 55-5 (May 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-5 (May 2014) . - p.460-472 Titre : Does EEG-neurofeedback improve neurocognitive functioning in children with attention-deficit/hyperactivity disorder? A systematic review and a double-blind placebo-controlled study Type de document : Texte imprimé et/ou numérique Auteurs : Madelon A. VOLLEBREGT, Auteur ; Martine VAN DONGEN-BOOMSMA, Auteur ; Jan K. BUITELAAR, Auteur ; Dorine SLAATS-WILLEMSE, Auteur Article en page(s) : p.460-472 Mots-clés : Neurofeedback  attention-deficit/hyperactivity disorder (ADHD)  randomized controlled trial (RCT)  electroencephalogram (EEG)  efficacy  neurocognition  review Index. décimale : PER Périodiques Résumé : Background The number of placebo-controlled randomized studies relating to EEG-neurofeedback and its effect on neurocognition in attention-deficient/hyperactivity disorder (ADHD) is limited. For this reason, a double blind, randomized, placebo-controlled study was designed to assess the effects of EEG-neurofeedback on neurocognitive functioning in children with ADHD, and a systematic review on this topic was performed. Methods Forty-one children (8–15 years) with a DSM-IV-TR diagnosis of ADHD were randomly allocated to EEG-neurofeedback or placebo-neurofeedback treatment for 30 sessions, twice a week. Children were stratified by age, electrophysiological state of arousal, and medication use. Neurocognitive tests of attention, executive functioning, working memory, and time processing were administered before and after treatment. Researchers, teachers, children and their parents, with the exception of the neurofeedback-therapist, were all blind to treatment assignment. Outcome measures were the changes in neurocognitive performance before and after treatment. Clinical trial registration: www.clinicaltrials.gov: NCT00723684. Results No significant treatment effect on any of the neurocognitive variables was found. A systematic review of the current literature also did not find any systematic beneficial effect of EEG-neurofeedback on neurocognitive functioning. Conclusion Overall, the existing literature and this study fail to support any benefit of neurofeedback on neurocognitive functioning in ADHD, possibly due to small sample sizes and other study limitations. En ligne : http://dx.doi.org/10.1111/jcpp.12143 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Does EEG-neurofeedback improve neurocognitive functioning in children with attention-deficit/hyperactivity disorder? A systematic review and a double-blind placebo-controlled study [Texte imprimé et/ou numérique] / Madelon A. VOLLEBREGT, Auteur ; Martine VAN DONGEN-BOOMSMA, Auteur ; Jan K. BUITELAAR, Auteur ; Dorine SLAATS-WILLEMSE, Auteur . - p.460-472. in Journal of Child Psychology and Psychiatry > 55-5 (May 2014) . - p.460-472 Mots-clés : Neurofeedback  attention-deficit/hyperactivity disorder (ADHD)  randomized controlled trial (RCT)  electroencephalogram (EEG)  efficacy  neurocognition  review Index. décimale : PER Périodiques Résumé : Background The number of placebo-controlled randomized studies relating to EEG-neurofeedback and its effect on neurocognition in attention-deficient/hyperactivity disorder (ADHD) is limited. For this reason, a double blind, randomized, placebo-controlled study was designed to assess the effects of EEG-neurofeedback on neurocognitive functioning in children with ADHD, and a systematic review on this topic was performed. Methods Forty-one children (8–15 years) with a DSM-IV-TR diagnosis of ADHD were randomly allocated to EEG-neurofeedback or placebo-neurofeedback treatment for 30 sessions, twice a week. Children were stratified by age, electrophysiological state of arousal, and medication use. Neurocognitive tests of attention, executive functioning, working memory, and time processing were administered before and after treatment. Researchers, teachers, children and their parents, with the exception of the neurofeedback-therapist, were all blind to treatment assignment. Outcome measures were the changes in neurocognitive performance before and after treatment. Clinical trial registration: www.clinicaltrials.gov: NCT00723684. Results No significant treatment effect on any of the neurocognitive variables was found. A systematic review of the current literature also did not find any systematic beneficial effect of EEG-neurofeedback on neurocognitive functioning. Conclusion Overall, the existing literature and this study fail to support any benefit of neurofeedback on neurocognitive functioning in ADHD, possibly due to small sample sizes and other study limitations. En ligne : http://dx.doi.org/10.1111/jcpp.12143 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Pivotal Response Treatment for School-Aged Children and Adolescents with Autism Spectrum Disorder: A Randomized Controlled Trial / M. W. P. DE KORTE in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4506-4519 Titre : Pivotal Response Treatment for School-Aged Children and Adolescents with Autism Spectrum Disorder: A Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : M. W. P. DE KORTE, Auteur ; Iris VAN DEN BERK-SMEEKENS, Auteur ; Jan K. BUITELAAR, Auteur ; W. G. STAAL, Auteur ; Martine VAN DONGEN-BOOMSMA, Auteur Article en page(s) : p.4506-4519 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder/therapy  Child  Communication  Humans  Parents  Schools  Social Skills  Adolescents  Autism spectrum disorder (ASD)  Pivotal response treatment (PRT)  Randomized controlled trial  School-age Index. décimale : PER Périodiques Résumé : Pivotal Response Treatment (PRT) is promising for children with Autism Spectrum Disorder (ASD), but more methodologically robust designed studies are needed. In this randomized controlled trial, forty-four children with ASD, aged 9-15 years, were randomly allocated to PRT (n?=?22) or treatment-as-usual (TAU; n?=?22). Measurements were obtained after 12- and 20-weeks treatment, and 2-month follow-up. PRT resulted in significant greater improvements on parent-rated social-communicative skills after 12 weeks treatment (p?=?.004, partial ?(2)?=?0.22), compared to TAU. Furthermore, larger gains in PRT compared to TAU were observed on blindly rated global functioning, and parent-rated adaptive socialization skills and attention problems. Implications for clinical practice and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04886-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Pivotal Response Treatment for School-Aged Children and Adolescents with Autism Spectrum Disorder: A Randomized Controlled Trial [Texte imprimé et/ou numérique] / M. W. P. DE KORTE, Auteur ; Iris VAN DEN BERK-SMEEKENS, Auteur ; Jan K. BUITELAAR, Auteur ; W. G. STAAL, Auteur ; Martine VAN DONGEN-BOOMSMA, Auteur . - p.4506-4519. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4506-4519 Mots-clés : Adolescent  Autism Spectrum Disorder/therapy  Child  Communication  Humans  Parents  Schools  Social Skills  Adolescents  Autism spectrum disorder (ASD)  Pivotal response treatment (PRT)  Randomized controlled trial  School-age Index. décimale : PER Périodiques Résumé : Pivotal Response Treatment (PRT) is promising for children with Autism Spectrum Disorder (ASD), but more methodologically robust designed studies are needed. In this randomized controlled trial, forty-four children with ASD, aged 9-15 years, were randomly allocated to PRT (n?=?22) or treatment-as-usual (TAU; n?=?22). Measurements were obtained after 12- and 20-weeks treatment, and 2-month follow-up. PRT resulted in significant greater improvements on parent-rated social-communicative skills after 12 weeks treatment (p?=?.004, partial ?(2)?=?0.22), compared to TAU. Furthermore, larger gains in PRT compared to TAU were observed on blindly rated global functioning, and parent-rated adaptive socialization skills and attention problems. Implications for clinical practice and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04886-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Pivotal Response Treatment (PRT) - Parent Group Training for Young Children with Autism Spectrum Disorder: A Qualitative Study on Perspectives of Parents / Manon W. P. DE KORTE in Journal of Autism and Developmental Disorders, 52-12 (December 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5414-5427 Titre : Pivotal Response Treatment (PRT) - Parent Group Training for Young Children with Autism Spectrum Disorder: A Qualitative Study on Perspectives of Parents Type de document : Texte imprimé et/ou numérique Auteurs : Manon W. P. DE KORTE, Auteur ; Shireen P. T. KAIJADOE, Auteur ; Jan K. BUITELAAR, Auteur ; Wouter G. STAAL, Auteur ; Martine VAN DONGEN-BOOMSMA, Auteur Année de publication : 2022 Article en page(s) : p.5414-5427 Langues : Anglais (eng) Mots-clés : Child  Humans  Child, Preschool  Autism Spectrum Disorder/therapy  Parents/education  Qualitative Research  Social Skills  Communication  Autism spectrum disorder (ASD)  Parent group  Parent-mediated  Pivotal response treatment (PRT)  Young children  advisory board of/and/or speaker for Takeda/Shire, Roche, Medice, Janssen Cilag,  Angelini, and Servier. He is not an employee of any of these companies, and not a  stock shareholder of any of these companies. He has no other financial or  material support, including expert testimony, patents, royalties. All other  authors declare that they have no conflict of interest. Index. décimale : PER Périodiques Résumé : Pivotal Response Treatment (PRT) is considered to be an empirically supported parent-mediated treatment for children with autism spectrum disorder (ASD), but research on parental experiences is lacking. This qualitative study examined the perspectives of parents of young children with ASD who participated in a 14-week PRT with parent group training (PRT-PG). Semi-structured interviews (n=12) were carried out, based on Grounded Theory principles. Results indicated that facilitators and barriers were related to timing and expectations, training setting and characteristics, and participant characteristics. Perceived effects were related to improved child's social-communication skills and well-being, parental insights into their child's needs and own habitual patterns in communication and behavior, and positive changes in family cohesion. The findings indicate that in general parents value PRT-PG as feasible and effective. En ligne : http://dx.doi.org/10.1007/s10803-021-05397-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Pivotal Response Treatment (PRT) - Parent Group Training for Young Children with Autism Spectrum Disorder: A Qualitative Study on Perspectives of Parents [Texte imprimé et/ou numérique] / Manon W. P. DE KORTE, Auteur ; Shireen P. T. KAIJADOE, Auteur ; Jan K. BUITELAAR, Auteur ; Wouter G. STAAL, Auteur ; Martine VAN DONGEN-BOOMSMA, Auteur . - 2022 . - p.5414-5427. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5414-5427 Mots-clés : Child  Humans  Child, Preschool  Autism Spectrum Disorder/therapy  Parents/education  Qualitative Research  Social Skills  Communication  Autism spectrum disorder (ASD)  Parent group  Parent-mediated  Pivotal response treatment (PRT)  Young children  advisory board of/and/or speaker for Takeda/Shire, Roche, Medice, Janssen Cilag,  Angelini, and Servier. He is not an employee of any of these companies, and not a  stock shareholder of any of these companies. He has no other financial or  material support, including expert testimony, patents, royalties. All other  authors declare that they have no conflict of interest. Index. décimale : PER Périodiques Résumé : Pivotal Response Treatment (PRT) is considered to be an empirically supported parent-mediated treatment for children with autism spectrum disorder (ASD), but research on parental experiences is lacking. This qualitative study examined the perspectives of parents of young children with ASD who participated in a 14-week PRT with parent group training (PRT-PG). Semi-structured interviews (n=12) were carried out, based on Grounded Theory principles. Results indicated that facilitators and barriers were related to timing and expectations, training setting and characteristics, and participant characteristics. Perceived effects were related to improved child's social-communication skills and well-being, parental insights into their child's needs and own habitual patterns in communication and behavior, and positive changes in family cohesion. The findings indicate that in general parents value PRT-PG as feasible and effective. En ligne : http://dx.doi.org/10.1007/s10803-021-05397-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Self-initiations in young children with autism during Pivotal Response Treatment with and without robot assistance / Manon DE KORTE in Autism, 24-8 (November 2020)  

Public ISBD [article]  inAutism > 24-8 (November 2020) . - p.2117-2128 Titre : Self-initiations in young children with autism during Pivotal Response Treatment with and without robot assistance Type de document : Texte imprimé et/ou numérique Auteurs : Manon DE KORTE, Auteur ; Iris VAN DEN BERK-SMEEKENS, Auteur ; Martine VAN DONGEN-BOOMSMA, Auteur ; Iris J OOSTERLING, Auteur ; Jenny C. DEN BOER, Auteur ; Emilia I. BARAKOVA, Auteur ; Tino LOURENS, Auteur ; Jan K. BUITELAAR, Auteur ; Jeffrey C. GLENNON, Auteur ; Wouter G. STAAL, Auteur Article en page(s) : p.2117-2128 Langues : Anglais (eng) Mots-clés : *Pivotal Response Treatment  *autism spectrum disorders  *robot-assisted intervention  *self-initiations Index. décimale : PER Périodiques Résumé : The initiation of social interaction is often defined as a core deficit of autism spectrum disorder. Optimizing these self-initiations is therefore a key component of Pivotal Response Treatment, an established intervention for children with autism spectrum disorder. However, little is known about the development of self-initiations during intervention and whether this development can be facilitated by robot assistance within Pivotal Response Treatment. The aim of this study was to (1) investigate the effect of Pivotal Response Treatment and robot-assisted Pivotal Response Treatment on self-initiations (functional and social) of young children with autism spectrum disorder over the course of intervention and (2) explore the relation between development in self-initiations and additional gains in general social-communicative skills. Forty-four children with autism spectrum disorder (aged 3-8?years) were included in this study. Self-initiations were assessed during parent-child interaction videos of therapy sessions and coded by raters who did not know which treatment (Pivotal Response Treatment or robot-assisted Pivotal Response Treatment) the child received. General social-communicative skills were assessed before start of the treatment, after 10 and 20?weeks of intervention and 3?months after the treatment was finalized. Results showed that self-initiations increased in both treatment groups, with the largest improvements in functional self-initiations in the group that received robot-assisted Pivotal Response Treatment. Increased self-initiations were related to higher parent-rated social awareness 3?months after finalizing the treatment. En ligne : http://dx.doi.org/10.1177/1362361320935006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Self-initiations in young children with autism during Pivotal Response Treatment with and without robot assistance [Texte imprimé et/ou numérique] / Manon DE KORTE, Auteur ; Iris VAN DEN BERK-SMEEKENS, Auteur ; Martine VAN DONGEN-BOOMSMA, Auteur ; Iris J OOSTERLING, Auteur ; Jenny C. DEN BOER, Auteur ; Emilia I. BARAKOVA, Auteur ; Tino LOURENS, Auteur ; Jan K. BUITELAAR, Auteur ; Jeffrey C. GLENNON, Auteur ; Wouter G. STAAL, Auteur . - p.2117-2128. Langues : Anglais (eng) in Autism > 24-8 (November 2020) . - p.2117-2128 Mots-clés : *Pivotal Response Treatment  *autism spectrum disorders  *robot-assisted intervention  *self-initiations Index. décimale : PER Périodiques Résumé : The initiation of social interaction is often defined as a core deficit of autism spectrum disorder. Optimizing these self-initiations is therefore a key component of Pivotal Response Treatment, an established intervention for children with autism spectrum disorder. However, little is known about the development of self-initiations during intervention and whether this development can be facilitated by robot assistance within Pivotal Response Treatment. The aim of this study was to (1) investigate the effect of Pivotal Response Treatment and robot-assisted Pivotal Response Treatment on self-initiations (functional and social) of young children with autism spectrum disorder over the course of intervention and (2) explore the relation between development in self-initiations and additional gains in general social-communicative skills. Forty-four children with autism spectrum disorder (aged 3-8?years) were included in this study. Self-initiations were assessed during parent-child interaction videos of therapy sessions and coded by raters who did not know which treatment (Pivotal Response Treatment or robot-assisted Pivotal Response Treatment) the child received. General social-communicative skills were assessed before start of the treatment, after 10 and 20?weeks of intervention and 3?months after the treatment was finalized. Results showed that self-initiations increased in both treatment groups, with the largest improvements in functional self-initiations in the group that received robot-assisted Pivotal Response Treatment. Increased self-initiations were related to higher parent-rated social awareness 3?months after finalizing the treatment. En ligne : http://dx.doi.org/10.1177/1362361320935006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Working memory training in young children with ADHD: a randomized placebo-controlled trial / Martine VAN DONGEN-BOOMSMA in Journal of Child Psychology and Psychiatry, 55-8 (August 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-8 (August 2014) . - p.886-896 Titre : Working memory training in young children with ADHD: a randomized placebo-controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Martine VAN DONGEN-BOOMSMA, Auteur ; Madelon A. VOLLEBREGT, Auteur ; Jan K. BUITELAAR, Auteur ; Dorine SLAATS-WILLEMSE, Auteur Article en page(s) : p.886-896 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder (ADHD)  working memory  training  cogmed  randomized controlled trial Index. décimale : PER Périodiques Résumé : Background Until now, working memory training has not reached sufficient evidence as effective treatment for ADHD core symptoms in children with ADHD; for young children with ADHD, no studies are available. To this end, a triple-blind, randomized, placebo-controlled study was designed to assess the efficacy of Cogmed Working Memory Training (CWMT) in young children with ADHD. Methods Fifty-one children (5–7 years) with a DSM-IV-TR diagnosis of ADHD (without current psychotropic medication) were randomly assigned to the active (adaptive) or placebo (nonadaptive) training condition for 25 sessions during 5 weeks. The compliance criterion (20 sessions) was met for 47 children. The primary outcome measure concerned the core behavioural symptoms of ADHD, measured with the ADHD Rating Scale IV (ADHD-RS). Secondary outcome measures were neurocognitive functioning, daily executive functioning, and global clinical functioning. The influence of the increase in difficulty level (Index-Improvement) for the treatment group was also analysed. Clinical trial registration information – ‘Working Memory Training in Young ADHD Children’; www.clinicaltrials.gov; NCT00819611. Results A significant improvement in favour of the active condition was found on a verbal working memory task (p = .041; adapted Digit Span WISC-III, backward condition). However, it did not survive correction for multiple testing. No significant treatment effect on any of the primary or other secondary outcome measurements was found. The Index-Improvement significantly contributed to ADHD-RS and the Behavior Rating Inventory of Executive Function, both rated by the teacher, but revealed no significant group difference. Conclusions This study failed to find robust evidence for benefits of CMWT over the placebo training on behavioural symptoms, neurocognitive, daily executive, and global clinical functioning in young children with ADHD. En ligne : http://dx.doi.org/10.1111/jcpp.12218 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237 [article] Working memory training in young children with ADHD: a randomized placebo-controlled trial [Texte imprimé et/ou numérique] / Martine VAN DONGEN-BOOMSMA, Auteur ; Madelon A. VOLLEBREGT, Auteur ; Jan K. BUITELAAR, Auteur ; Dorine SLAATS-WILLEMSE, Auteur . - p.886-896. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 55-8 (August 2014) . - p.886-896 Mots-clés : Attention-deficit/hyperactivity disorder (ADHD)  working memory  training  cogmed  randomized controlled trial Index. décimale : PER Périodiques Résumé : Background Until now, working memory training has not reached sufficient evidence as effective treatment for ADHD core symptoms in children with ADHD; for young children with ADHD, no studies are available. To this end, a triple-blind, randomized, placebo-controlled study was designed to assess the efficacy of Cogmed Working Memory Training (CWMT) in young children with ADHD. Methods Fifty-one children (5–7 years) with a DSM-IV-TR diagnosis of ADHD (without current psychotropic medication) were randomly assigned to the active (adaptive) or placebo (nonadaptive) training condition for 25 sessions during 5 weeks. The compliance criterion (20 sessions) was met for 47 children. The primary outcome measure concerned the core behavioural symptoms of ADHD, measured with the ADHD Rating Scale IV (ADHD-RS). Secondary outcome measures were neurocognitive functioning, daily executive functioning, and global clinical functioning. The influence of the increase in difficulty level (Index-Improvement) for the treatment group was also analysed. Clinical trial registration information – ‘Working Memory Training in Young ADHD Children’; www.clinicaltrials.gov; NCT00819611. Results A significant improvement in favour of the active condition was found on a verbal working memory task (p = .041; adapted Digit Span WISC-III, backward condition). However, it did not survive correction for multiple testing. No significant treatment effect on any of the primary or other secondary outcome measurements was found. The Index-Improvement significantly contributed to ADHD-RS and the Behavior Rating Inventory of Executive Function, both rated by the teacher, but revealed no significant group difference. Conclusions This study failed to find robust evidence for benefits of CMWT over the placebo training on behavioural symptoms, neurocognitive, daily executive, and global clinical functioning in young children with ADHD. En ligne : http://dx.doi.org/10.1111/jcpp.12218 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237

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