A Novel Feed-Forward Modeling System Leads to Sustained Improvements in Attention and Academic Performance. Issue 10 (August 2020)

• Record Type: Journal Article
• Authors: McDermott, Ashley F.; Rose, Maya; Norris, Troy; Gordon, Eric
• Is Part Of: Journal of attention disorders. Volume 24:Issue 10(2020)
• Page Start: 1443
• Page End: 1456
• Publication Date: 2020-08
• Subjects: ADD/ADHD -- academic performance -- attention training -- computer attention training -- focused attention; Attention-deficit hyperactivity disorder -- Periodicals; Attention -- Periodicals; 616.8589
• DOI: 10.1177/1087054715623044
• Languages: English
• ISSNs: 1087-0547

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.