Objective of the current study was to assess whether game-formatted executive function (EF) training, is effective in improving attention, EF and academic performance in very preterm and/or extremely low birthweight children aged 8–12 years. A multi-center, double-blind, placebo- and waitlist controlled randomized trial (NTR5365) in two academic hospitals in The Netherlands was performed. Eighty-five very preterm children with parent-rated attention problems on the Child Behavior Checklist were randomized to one of three treatment conditions: EF training, placebo training or waitlist condition. EF or placebo training was completed at home (6 weeks, 25 sessions of 30–45 min each). At baseline, 2 weeks after training or being on the waitlist, and five months after first follow-up visit, children underwent assessments of primary outcomes (parent and teacher ratings of attention) and secondary outcomes (parent and teacher ratings of daily-life EF, computerized EF tasks and academic performance). Linear mixed model analyses were performed for all outcome measures. There were no significant differences in improvement over time on parent- and teacher ratings of attention, parent- and teacher ratings of daily-life EF, computerized EF tasks, and academic performance (arithmetic and reading) between the EF training, placebo training and waitlist condition. In conclusion, game-formatted EF training does not improve attention, EF or academic performance in very preterm children with parent-rated attention problems.

本研究的目的是评估游戏格式的执行功能（EF）培训是否有效提高了8-12岁极早产和/或极低出生体重儿童的注意力，EF和学习成绩。在荷兰的两家学术医院中进行了一项多中心，双盲，安慰剂和候补对照随机对照试验（NTR5365）。在“儿童行为清单”上将八十五名有父母评分注意问题的早产儿童随机分为以下三种治疗条件之一：EF训练，安慰剂训练或候补者。EF或安慰剂培训已在家里完成（6周，共25节，每次30-45分钟）。在基线时，训练后2周或进入候补名单以及第一次随访后5个月，对孩子的主要结局（父母和老师的注意力评价）和次要结局（日常生活EF，计算机化EF任务和学习成绩的父母和老师评级）进行评估。对所有结果指标进行线性混合模型分析。EF培训，安慰剂培训和候补名单之间，父母和老师的注意力等级，父母和老师的日常生活EF等级，计算机化的EF任务以及学习成绩（算术和阅读）随时间的改善没有显着差异。健康）状况。总之，游戏形式的EF培训并不能提高具有父母评分注意问题的早产儿的注意力，EF或学业成绩。电脑化的EF任务和学习成绩）。对所有结果指标进行线性混合模型分析。EF培训，安慰剂培训和候补名单之间，父母和老师的注意力等级，父母和老师的日常生活EF等级，计算机化的EF任务以及学习成绩（算术和阅读）随时间的改善没有显着差异。健康）状况。总之，游戏形式的EF培训并不能提高具有父母评分注意问题的早产儿的注意力，EF或学业成绩。电脑化的EF任务和学习成绩）。对所有结果指标进行线性混合模型分析。EF培训，安慰剂培训和候补名单之间，父母和老师的注意力等级，父母和老师的日常生活EF等级，计算机化的EF任务以及学习成绩（算术和阅读）随时间的改善没有显着差异。健康）状况。总之，游戏形式的EF培训并不能提高具有父母评分注意问题的早产儿的注意力，EF或学业成绩。EF训练，安慰剂训练和候补名单条件之间的学业成绩（算术和阅读）。总之，游戏形式的EF培训并不能提高具有父母评分注意问题的早产儿的注意力，EF或学业成绩。EF训练，安慰剂训练和候补名单条件之间的学业成绩（算术和阅读）。总之，游戏形式的EF培训并不能提高具有父母评分注意问题的早产儿的注意力，EF或学业成绩。