ABSTRACT

Background: Responses to digital cognitive training interventions vary greatly among children with intellectual and developmental disorders (IDD). Investigating possible predictors of improvements following training is vital in ascertaining which individuals benefit from these interventions.

Methods: Seventy-three children (4–11 years) with IDD completed attention training or a placebo program for 5 weeks. The effects of autistic symptomatology, adaptive functioning and pre-intervention attention abilities on improvements in attention (selective and sustained) post-intervention were examined.

Results: Autistic symptomatology did not predict any training improvement. However, lower adaptive functioning predicted greater gains in selective attention post-intervention in children who received training compared to placebo. Further, better pre-intervention selective attention performance was associated with greater improvements in selective attention post-intervention.

Conclusions: Although these findings are exploratory, attention training may be beneficial for children with IDD with lower adaptive functioning and higher pre-intervention attention abilities.

摘要

背景：智力和发育障碍 (IDD) 儿童对数字认知训练干预的反应差异很大。调查培训后改善的可能预测因素对于确定哪些人从这些干预措施中受益至关重要。

方法： 73 名 IDD 儿童（4-11 岁）完成了为期 5 周的注意力训练或安慰剂计划。检查了自闭症症状、适应性功能和干预前注意力能力对干预后注意力（选择性和持续）改善的影响。

结果：自闭症症状没有预测任何训练改进。然而，与安慰剂相比，接受训练的儿童在干预后的选择性注意力方面，较低的适应性功能预测会有更大的收益。此外，更好的干预前选择性注意表现与干预后选择性注意的更大改善有关。

结论：虽然这些发现是探索性的，但注意力训练可能对适应性功能较低和干预前注意力能力较高的 IDD 儿童有益。