Intervention Of Computer Assisted Attention Training For Attention Deficit Hyperactivity Disorder

Objective(1)To explore the therapeutic effect of self-developed computer-aided attention training system on the core symptoms,behavioral problems and cognitive function of children with ADHD.(2)Analyze and compare the differences in the effects of computer-assisted attention training and oral drugs on the core symptoms,behavioral problems and cognitive function of children with ADHD.(3)To provide a new clinical idea for finding a treatment plan with high compliance and small side effects for ADHD children.Methods A total of 62 children with attention deficit hyperactivity disorder(ADHD)were selected from January 2020 to December 2020,who were admitted to the Children’s Behavior Disorders Clinic,General Hospital of Ningxia Medical University.They were randomly divided into 32 computer-aided attention training intervention groups and 30 oral tomoxetine hydrochloride control groups for 8 weeks.Before and after treatment,the general condition questionnaire,Wechsler Infant intelligence scale(WISC-Ⅳ),ADHD-RS scale,PSQ scale,ANT test,SCWT test and WCST test were completed to evaluate the treatment effect of the two groups of children in terms of core symptoms,behavioral problems and cognitive function,and compare the differences between the two treatment schemes.Results(1)Comparison of baseline data between the two groups: before treatment,there were no statistically significant differences in scores of demographic data questionnaire,ADHD-RS scale,PSQ questionnaire,Stroop color word test,Wisconsin sorting card test and attention network test(P<0.05).(2)Comparison of the intervention group before and after treatment: after treatment,the attention distraction sub-item scores of ADHD-RS scale,learning problems and hyperactivity/impulsiveness factor scores of PSQ questionnaire in the intervention group were significantly lower than those before treatment,and the differences were statistically significant(P<0.05);Pay attention to the alert function and orientation of the network test function and executive function improved significantly compared with before treatment,and the difference was statistically significant(P<0.05);The correct number of Stroop color word test increased significantly compared with before treatment,and the error number decreased significantly compared with before treatment,the difference was statistically significant(P<0.05);The percentage of correct response and the percentage of conceptual level response were significantly higher than before treatment,while the percentage of persistent response,persistent error and non-persistent error were significantly lower than before treatment,and the differences were statistically significant(P<0.05).(3)Comparison before and after treatment in the control group: after treatment,the scores of attention distraction,hyperactivity or impulsivity sub-items of ADHD-RS scale and the scores of conduct question,learning problem,hyperactivity/impulsivity and hyperactivity index factor of PSQ questionnaire in the control group were significantly lower than those before treatment,the differences were statistically significant(P<0.05);The correct number of Stroop color word test increased significantly compared with before treatment,and the error number decreased significantly compared with before treatment,the difference was statistically significant(P<0.05);The percentage of correct response and the percentage of conceptual level response were significantly higher than before treatment,while the percentage of persistent response,persistent error and non-persistent error were significantly lower than before treatment,and the differences were statistically significant(P<0.05);The vigilance function,orientation function and executive function of the attention network test were significantly improved compared with those before treatment,and the difference was statistically significant(P<0.05).(4)Comparison of treatment effects between the two groups after the end of treatment:the scores of attention distraction items of ADHD-RS scale were decreased in both groups,and the difference was not statistically significant(P>0.05),the scores of hyperactivity or impulsiveness items in the control group were lower than those in the intervention group,and the difference was statistically significant(P<0.05);Compared with the intervention group,the scores of hyperactivity/impulsiveness and hyperactivity index in the PSQ questionnaire were significantly lower in the control group,and the difference was statistically significant(P < 0.05),there was no significant difference in the scores of conduct problem,learning problem,psychosomatic disorder and anxiety factor between the two groups(P>0.05).(5)Comparison of the improvement effect of cognitive function between the two groups after treatment: There was no significant difference in the orienting function between the two groups(P>0.05),the scores of vigilance function and executive function in the control group were significantly lower than those in the intervention group,and the difference was statistically significant(P < 0.05);there was no significant difference in the correct and incorrect scores of Stroop color word test between the two groups,and the difference was not statistically significant(P > 0.05);There was no significant difference in the percentage of correct response,percentage of conceptual level response,persistent response,persistent error,and non-persistent error between the two groups(P>0.05).Conclusion(1)Computer-assisted attention training system is comparable to drug therapy in improving ADHD children’s symptoms of inattention,learning problems and behavioral problems.(2)Computer aided attention training can improve the alertness function,orientation function and executive function of the attentional neural network,and the improvement of orientation function is similar to that of drug therapy.(3)The effect of computer-assisted attention training on response inhibition function,insight of concept formation,cognitive conversion ability,frontal lobe function,logical thinking ability,abstract generalization ability and other cognitive functions of ADHD children is significant,which is equivalent to drug therapy.(4)The computer-aided attention training software makes up for the adverse reactions of drug therapy,low compliance and unsuitable for preschool children.It has significant effects on the core symptoms,behavior problems and cognitive function improvement of ADHD,and can be used in the clinical adjuvant treatment of ADHD children,especially attention deficit type.