Technology-Enhanced Executive Functioning Intervention for ADHD

Status unconfirmed · Phase 1

Conditions studied: ADHD, Attention Deficit Hyperactivity Disorder, Attention Deficit Disorder, ADD, ADHD Predominantly Inattentive Type, ADHD - Combined Type, ADHD, Predominantly Hyperactive - Impulsive, Attention-Deficit Disorder in Adolescence, Attention-Deficit Hyperactivity Disorder Symptoms, Attention-Deficit Hyperactivity Disorder

In brief

This study develops and refines an online platform that will support clinician-directed behavioral and organizational skills intervention for adolescents with Attention-Deficit/Hyperactivity Disorder (ADHD) with input guided from key stakeholders during focus groups and interviews (phase 1), extended usability testing (phase 2), and a pilot randomized trial (phase 3) of the online tool used in conjunction with an organizational skills intervention.

Key facts

Study ID

NCT04729439

Run by

Children's National Research Institute

People needed

60

Starts

2021-02-03

Expected to finish

2024-11-14

Last updated by the study team

2023-02-21

Who can join

Age: 11 and older, up to 14. Sex: any. Healthy volunteers: not accepted.

You may qualify if…

• Youth ages of 11 to 14 that are attending a participating school
• referred by school mental health provider as a youth with apparent ADHD-related problems
• ≥6 symptoms (item score ≥2) of Inattention or Hyperactivity-Impulsivity on the pooled parent and teacher Vanderbilt ADHD Rating Scale
• ≥3 on the Impairment Rating Scale by parent and teacher (cross-situational impairment)
• Parent consent and youth assent must be provided

You may not qualify if…

• No presence of conditions that are incompatible with this study's treatment including: Parent or adolescent report of a prior diagnosis of either Autism Spectrum Disorder, Bipolar Disorder, a Dissociative Disorder, Severe visual or hearing impairment, severe language delay or intellectual impairment, or a Psychotic Disorder will be excluded. Rationale: Individuals with these disorders often have very dysregulated behavior and impairments that deviate from the focus of this study.
• Adolescent is in all-day special education classes or if core classes not in regular education classrooms. Rationale: The vast majority of adolescent with ADHD are served in regular education classrooms and students in full-day self-contained classrooms often have different challenges than students in regular education.
• Adolescent planning to change (start or stop) psychotropic medication. Note: Adolescents taking medication will be required to meet all entry criteria, including impairment criteria, thus indicating a need for the intervention. Adolescent taking medication for attention or behavior are eligible as long as their medication regimens are stable. Participating parents will also need to be able to read/speak English because all measures are in English, and the intervention will be conducted in English.

Where it is running

• Children's National Research Institute — Washington D.C., District of Columbia, United States (enrolling)

Full record on ClinicalTrials.gov

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