Executive Function Training for Children and Adolescents

Summary

The goal of this clinical trial is to evaluate how different approaches to executive function (like adding game-like features, varying the number of tasks, and providing coaching) can enhance executive function outcomes in adolescents with and without ADHD. The main questions it aims to answer are:

* What components of executive function training contribute most to improving outcomes?
* How do training components vary in their impacts on adolescents diagnosed with ADHD compared to those without a diagnosis?
* What individual characteristics influence the effectiveness of executive function training?

Researchers will test six different training setups to examine which setups are the most effective for different people. They will evaluate both how well participants follow the training schedule and whether there are changes in psychological and cognitive outcomes after training.

Participants will complete:

* 40 training sessions over 4 weeks
* A set of tests and surveys before and after the training
* Follow-up assessments and surveys 6 months after finishing the training

Conditions

• Cognitive Change

Interventions

BEHAVIORAL

Nongamified N-back training

This Single Task Training is an adaptive N-back task in which participants respond to colors and/or shapes.

BEHAVIORAL

Gamified N-back training

Participants train on a gamified version of the N-back task, specifically, players control an astronaut that collects resources (target stimuli) needed to feed a colony and keep the technology working, while avoiding non-targets and other obstacles.

BEHAVIORAL

Multiple Domain Training

Participants train on a gamified versions of the N-back task, Complex span, Set-shifting and Inhibitory control task.

BEHAVIORAL

Nongamified N-back training

This Single Task Training trains a visual, adaptive N-back task in which participants respond to colors and/or shapes.

BEHAVIORAL

Coaching Session

Participants in coaching conditions receive weekly, motivational coaching sessions via videoconference to (i) provide encouragement taking into account individual training performance and self-reported engagement (strength-based feedback), (ii) set realistic goals for training (time management, scheduling, and session completion plan, performance goals) while emphasizing autonomy and choice, and (iii) re-explain task and provide corrective feedback as needed.

Sponsors & Collaborators

• Northeastern University

  lead OTHER

Principal Investigators

• Aaron Seitz, PhD · Northeastern University

• Susanne Jaeggi, PhD · Northeastern University

Study Design

Allocation

RANDOMIZED

Purpose

BASIC_SCIENCE

Masking

DOUBLE

Model

PARALLEL

Eligibility

Min Age

12 Years

Max Age

17 Years

Sex

ALL

Healthy Volunteers

Yes

Timeline & Regulatory

Start

2025-12-14

Primary Completion

2028-06-30

Completion

2028-06-30

Countries

• United States

Study Locations