Hostname: page-component-586b7cd67f-tf8b9 Total loading time: 0 Render date: 2024-11-26T00:45:34.187Z Has data issue: false hasContentIssue false
  • English
  • Français

Methylphenidate Effect in Children With ADHD Can Be Measured by an Ecologically Valid Continuous Performance Test Embedded in Virtual Reality

Published online by Cambridge University Press:  07 November 2014

Yehuda Pollak ,
Hanan Barhoum Shomaly ,
Patrice L. Weiss ,
Albert A. Rizzo  and
Varda Gross-Tsur
Get access Rights & Permissions [Opens in a new window]

Abstract

Background: Continuous performance tasks (CPTs) embedded in a virtual reality (VR) classroom environment have been shown to be a sensitive and user-friendly assessment tool to detect cognitive deficits related to attention-deficit/hyperactivity disorder (ADHD). The aim of the current study was to compare the performance of children with ADHD on a VR-CPT while on and off treatment with methylphenidate (MPH) and to compare the VR-CPT to a cgrrently used CPT, Test of Variables of Attention (TOVA).

Methods:Twenty-seven children with ADHD underwent the VR-CPT, the same CPT without VR (no VR-CPT), and theTOVA, 1 hour after the. ingestion of either placebo or 0.3 mg/kg MPH, in a double-blind, placebo-controlled, crossover design. Immediately following CPT, subjects described their subjective experiences on the Short Feedback Questionnaire.

Results: MPH reduced omission errors to a greater extent on the VR-CPT compared to the no VR-CPT and the TOVA, and decreased other CPT measures on all types of CPT to a similar degree. Children rated the VR-CPT as more enjoyable compared to the other types of CPT.

Conclusions: It is concluded that the VR-CPT is a sensitive and user-friendly assessment tool in measuring the response to MPH in children with ADHD.

Type
Original Research
Information
CNS Spectrums , Volume 15 , Issue 2 , February 2010 , pp. 125 - 130
Copyright
Copyright © Cambridge University Press 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

1.Biederman, J, Faraone, SV. Attention-deficit hyperactivity disorder. Lancet 2005;366:237–248.Google Scholar
2.Riccio, CA, Waldrop, JJM, Reynolds, CR, Lowe, P. Effects of stimulants on the continuous performance test (CPT): Implications for CPT use and Interpretation. J Neuropsychiatry Clin Neurosci. 2001;13:326–335.CrossRefGoogle ScholarPubMed
3.Committee on Quality Improvement, Subcommittee on Attentlon-Deficit/Hyperactivity Disorder. Clinical practice guideline: Diagnosis and evaluation of the child with attention-deficlt/hyperactlvity disorder. Pediatrics. 2000;105:1158–1170.Google Scholar
4.Brewls, A. Social and biological measures of hyperactivity and inattention: are they describing similar underlying constructs of child behavior? Soc Biol. 2002;49:99–115.Google Scholar
5.Greenberg, LM, Waldman, I. Developmental normative data on the test of variables of attention (T.O.V.A.). J Child Psychol Psychiatry. 1993;34:1019–1030.CrossRefGoogle ScholarPubMed
6.Pollak, Y, Weiss, PL, Rlzzo, AA, et al.The utility of a continuous performance test embedded In virtual reality in measuring ADHD-related deficits. J Dev Behav Pediatr. 2009;30:2–6.Google Scholar
7.Wann, JP, Mon-Willlams, M. What does virtual reality need? Human factors issues in the design of three dimensional computer environments. Int J Hum Comput Stud. 1996;44:829–847.Google Scholar
8.Schultheis, MT, Hlmelsteln, J, Rizzo, AA. Virtual reality and neuropsychology: upgrading the current tools. J Head Trauma Rehabil. 2002;17:378–394.Google Scholar
9.Rlzzo, AA, Buckwalter, JC, Van der Zaag, C. Virtual environment applications in clinical neuropsychology. In: Stanney, KM, ed. The Handbook of Virtual Environments. New York, NY: Erlbaum Publishing; 2002:1027–1064.Google Scholar
10.Mantovanl, F, Castelnuovo, G. Sense of presence in virtual training: Enhancing skills acquisition and transfer of knowledge through learning experience in virtual environments. In: Riva, G, Davide, F, Ijsselsteijn, WA, eds. Being There: Concepts, Effects and Measurement of User Presence in Synthetic Environments. Amsterdam, The Netherlands: IOS Press; 2003:168–181.Google Scholar
11.Stanney, KM, Salvendy, G, Deislnger, J, et al.Aftereffects and sense of presence in virtual environments: Formulation of a research and development agenda. Report sponsored by the Life Sciences Division at NASA Headquarters. Int J Hum Comput Interact. 1998;10:135–187.CrossRefGoogle Scholar
12.Rlzzo, AA, Bowerly, T, Buckwalter, JG, et al.The virtual classroom: A virtual reality environment for the assessment of attention deficit hyperactivity disorder. The ADHD Report. 2001;9:9–13.Google Scholar
13.Rlzzo, AA, Bowerly, T, Buckwalter, JG, Klimchuk, D, Mitura, R, Parsons, TD. A virtual reality scenario for all seasons: The virtual classroom. CNS Spectr. 2006;11:35–44.Google Scholar
14.Barkley, RA, Attention Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment. New York, NY: Guilford Press; 1990.Google Scholar
15.DuPaul, JT, Power, TJ, McGoey, KE, et al.Reliability and validity of parent and teacher ratings of attentlon-deficlt/hyperactivity disorder symptoms. J Psychoeduc Assess. 1998;16:55–68.CrossRefGoogle Scholar
16.Kizony, R, Katz, N, Weiss, PL. Adapting an immersive virtual reality system for rehabilitation. J Visual Comput Animat. 2003;14:261–268.CrossRefGoogle Scholar
17.Klorman, R, Salzman, LF, Bauer, LO, Coons, HW, Borgstedt, AD, Halpern, WI. Effects of two doses of methylphenldate on cross-situatlonal and borderline hyperactive children's evoked potentials. Electroencephalogr Clin Neurophysiol. 1983;56(2):169–185.CrossRefGoogle ScholarPubMed
18.Kavale, K. The efficacy of stimulant drug treatment for hyperactivity: a meta-analysis. J Learn Disabil. 1982;15:280–289.CrossRefGoogle ScholarPubMed
19.Losier, BJ, McGrath, PJ, Klein, RM. Error patterns of the continuous performance test in non-medicated and medicated samples of children with and without ADHD: a meta-analytic review. J Child Psychol Psychiatry. 1996;37:971–987.Google Scholar
20.Epstein, JN, Conners, CK, Hervey, AS, et al.Assessing medication effects in the MTA study using neuropsychological outcomes. J Child Psychol Psychiatry. 2006;47:446–456.Google Scholar
21.Klorman, R, Brumaghim JT Salzman, LF, et al.Effects of methylphenldate on attention-deficit hyperactivity disorder with and without aggressive/noncompliant features. J Abnorm Psychol. 1988;97:413–422.Google Scholar
22.Luman, M, Oosterlaan, J, Sergeant, JA. The impact of reinforcement contingencies on AD/HD: A review and theoretical appraisal. Clin Psychol Rev. 2005;25:183–213.CrossRefGoogle ScholarPubMed
23.Parsons, TD, Bowerly, T, Buckwalter, JG, Rizzo, AA. A controlled clinical comparison of attention performance in children with ADHD in a virtual reality classroom compared to standard neuropsychological methods. Child Neuropsychol. 2007;13:363–381.CrossRefGoogle Scholar
24.Gal, E, Baumlnger, N, Goren-Bar, D, Pianesi, F, et al.Enhancing social communication of children with high functioning autism through a co-located Interface. Artif Intell Soc. 2009;24:75–84.Google Scholar
25.Yalon-Chamovitz, S, Weiss, PL. Virtual Reality as a leisure activity for young adults with physical and Intellectual disabilities. Res Dev Disabil. 2008;29:273–287.CrossRefGoogle ScholarPubMed