Virtual Remediation Versus Methylphenidate to Improve Distractibility in Children With ADHD: A Controlled Randomized Clinical Trial Study (bibtex)
by Stéphanie Bioulac, Jean-Arthur Micoulaud-Franchi, Jenna Maire, Manuel P. Bouvard, Albert A. Rizzo, Patricia Sagaspe, Pierre Philip
Abstract:
Objective: Virtual environments have been used to assess children with ADHD but have never been tested as therapeutic tools. We tested a new virtual classroom cognitive remediation program to improve symptoms in children with ADHD. Method: In this randomized clinical trial, 51 children with ADHD (7-11 years) were assigned to a virtual cognitive remediation group, a methylphenidate group, or a psychotherapy group. All children were evaluated before and after therapy with an ADHD Rating Scale, a Continuous Performance Test (CPT), and a virtual classroom task. Results: After therapy by virtual remediation, children exhibited significantly higher numbers of correct hits on the virtual classroom and CPT. These improvements were equivalent to those observed with methylphenidate treatment. Conclusion: Our study demonstrates for the first time that a cognitive remediation program delivered in a virtual classroom reduces distractibility in children with ADHD and could replace methylphenidate treatment in specific cases.
Reference:
Virtual Remediation Versus Methylphenidate to Improve Distractibility in Children With ADHD: A Controlled Randomized Clinical Trial Study (Stéphanie Bioulac, Jean-Arthur Micoulaud-Franchi, Jenna Maire, Manuel P. Bouvard, Albert A. Rizzo, Patricia Sagaspe, Pierre Philip), In Journal of attention disorders, 2018.
Bibtex Entry:
@article{bioulac_virtual_2018,
	title = {Virtual {Remediation} {Versus} {Methylphenidate} to {Improve} {Distractibility} in {Children} {With} {ADHD}: {A} {Controlled} {Randomized} {Clinical} {Trial} {Study}},
	shorttitle = {Virtual {Remediation} {Versus} {Methylphenidate} to {Improve} {Distractibility} in {Children} {With} {ADHD}},
	url = {http://journals.sagepub.com/doi/abs/10.1177/1087054718759751},
	doi = {10.1177/1087054718759751},
	abstract = {Objective: Virtual environments have been used to assess children with ADHD but have never been tested as therapeutic tools. We tested a new virtual classroom cognitive remediation program to improve symptoms in children with ADHD. Method: In this randomized clinical trial, 51 children with ADHD (7-11 years) were assigned to a virtual cognitive remediation group, a methylphenidate group, or a psychotherapy group. All children were evaluated before and after therapy with an ADHD Rating Scale, a Continuous Performance Test (CPT), and a virtual classroom task. Results: After therapy by virtual remediation, children exhibited significantly higher numbers of correct hits on the virtual classroom and CPT. These improvements were equivalent to those observed with methylphenidate treatment. Conclusion: Our study demonstrates for the first time that a cognitive remediation program delivered in a virtual classroom reduces distractibility in children with ADHD and could replace methylphenidate treatment in specific cases.},
	journal = {Journal of attention disorders},
	author = {Bioulac, Stéphanie and Micoulaud-Franchi, Jean-Arthur and Maire, Jenna and Bouvard, Manuel P. and Rizzo, Albert A. and Sagaspe, Patricia and Philip, Pierre},
	month = mar,
	year = {2018},
	keywords = {MedVR}
}
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