PSY-375-J8771 4-2 Project One Milestone

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PSY 375 Project One Milestone Template Select a specialty and target population for your clinic from the Project One Milestone Options document, linked in the Prompt section of this assignment in your course. Next, using the Shapiro Library or other sources, identify a primary source to support your brochure. This source should be a primary research report containing an introduction, a description of methods and participants, a result section, and a discussion and conclusion. It should not be a review article, a meta-analysis, or a letter to an editor. You must address each of the rubric criteria listed below in about 750 to 1,000 words total. Complete this template by replacing the bracketed text with the relevant information.  Select your clinic’s specialty from the options provided and explain why you selected that option. I am choosing to focus my clinics services in the area of attention because it is a fundamental aspect of how we interpret and become conscious of our environment, as well as how we engage with and react to our perceptions (Goldstein, 2019). Attention disorders have their roots in neurological issues and can have profound consequences in a person’s life. A few of these consequences can include having difficulties with proper encoding of explicit and implicit memories, challenges with fluid reasoning, and a lack of cognitive flexibility (Tamm et al., 2010). It is because of these significant effects that I am dedicating my clinic to the field of attention, with the hopes of alleviating these negative outcomes and enhancing the likelihood that individuals will achieve success and maintain productivity in their present and future lives.  Select a target population for your clinic from the options provided and explain why you selected that option. I have chosen school-aged children diagnosed with attention deficit hyperactivity disorder and other related attention disorders as the focus group for my clinic. The field of modern medicine is increasingly recognizing the importance of early mental health diagnosis, with ADHD being identifiable in children as young as four. Early detection is advantageous for children, their family, educational institutions, and health care facilities, which can then access the appropriate means of support. Additionally, each new studied case of ADHD provides clinics with unique insight, as each child and their diagnoses are distinct.  Create an annotated bibliography entry for the primary source provided . Sources should be described in your own words for a general audience. Your entry should include a summary of the following: o The problem addressed o The methodology, measurements, and sample o The findings o Conclusions and limitations of the research design

Tamm, L., Hughes, C., Ames, L., Pickering, J., Silver, C. H., Stavinoha, P., Castillo, C. L., Rintelmann, J., Moore, J., Foxwell, A., Bolanos, S. G., Hines, T., Nakonezny, P. A., & Emslie, G. (2010). Attention Training for School-Aged Children With ADHD: Results of an Open Trial. Journal of Attention Disorders , 14 (1), 86- 94. https://doi-org.ezproxy.snhu.edu/10.1177/1087054709347446 In their 2010 study, “Attention Training for School-Aged Children with ADHD”, Leanne Tamm and her team investigated the effectiveness and practicality of an attention training program for clinical application among school-aged children diagnosed with attention deficit hyperactivity disorder. The research underscored the prevalence of ADHD as a frequent childhood disorder and its link to fundamental impairments in executive function. The attention training, which has been shown to enhance attention as evidenced by neuroimaging studies, involves repeated task performance to induce changes. To evaluate the practicality of the “Pay Attention” training program, the researchers secured permission of 23 school-aged children and their parents to implement the training intervention with the children. The 23 participants in the study were selected from outpatient clinics and each met the criteria for an ADHD diagnosis. Tamm and her team aimed to monitor any enhancements in the children’s attention and executive functioning capabilities both during and after the intervention. Assessments were conducted using the Wechsler Intelligence Scale for Children, Woodcock- Johnson Tests of Achievement, and Delis-Kaplan Executive Functioning System before starting the intervention and again at its conclusion to track progress. The intervention spanned eight weeks, with the children attending 30-minute sessions twice a week. Parents and teachers were also involved, as they filled out various scales based on their observations of the children. The intervention focused on training the children’s sustained, selective, alternating, and divided attention using both visual and auditory stimuli. These tasks were arranged into a series of four modules, each designed to become more challenging as the participants advanced through the program. Out of the original group of 23 children who started the program, only 19 completed it and only 9 took part in a follow-up assessment that occurred nine months after the program ended. The study ‘s results indicated significant improvements in the children’s fluid reasoning, cognitive flexibility, working memory, and metacognitive strategies, as well as decreasing ADHD symptoms (Tamm et al., 2010). The positive outcomes of this research suggest that the intervention could be advantageous for children who have been diagnosed with ADHD, as evidenced by the significant reduction in ADHD symptoms that persisted through the follow-up assessment. The research also determined that the “Pay Attention” intervention could be effectively implemented by professionals from various disciplines. The study presents several constraints that warrant attention in future research or when interpreting the results. Firstly, the number of participants was small, and the group lacked diversity,

in terms of race and ethnicity. There was also a lack of adequate feedback from parents and teachers and the study did not include a control group to use as comparison.  Create an annotated bibliography entry for the primary source of your choice . Sources should be described in your own words for a general audience. Your entry should include a summary of the following: o The problem addressed o The methodology, measurements, and sample o The findings o Conclusions and limitations of the research design Lim CG, Poh XWW, Fung SSD, Guan C, Bautista D, et al. (2019) A randomized controlled trial of a brain-computer interface based attention training program for ADHD. PLOS ONE 14(5): e0216225. https://doi.org/10.1371/journal.pone.0216225 In a new study aimed at evaluating the success of a brain-computer interface (BCI) based program for enhancing attention in individuals with attention- deficit hyperactivity disorder, Lim and colleagues conducted a randomized control trial. This trial hopes to shed some light on which evidence-based treatment (medication, psychosocial treatment, or behavioral treatment) provides the best outcome in the long-term. This research was a randomized control trial in which 172 children between the ages of six and twelve were attending a children’s outpatient clinic for those who are affected by ADHD and other related attention disorders. The children who were chosen weren’t receiving any sort of pharmacotherapy or behavioral interventions. The children were randomly put into an intervention or waitlist-control group. The intervention was comprised of three sessions of BCI-training over the course of eight weeks, followed up by three training sessions a month over the next twelve weeks. The wait-list control group received a similar twenty-week intervention after a wait time of eight weeks. In this study, participants were equipped with a headband that included electroencephalogram (EEG)-based brain-computer interface (BCI) technology, which were used to capture and transmit information about the participants concentration to a brain-computer interface during their engagement with the 3D computer game Cogoland. EEG signals were analyzed to categorize the participants focus as either attentive or inattentive, assigning a quantitative score to reflect their level of concentration. Initial assessments involved the ADHD Rating Scale, were done at eight weeks for both groups, weeks 20 & 24 for the intervention group and weeks 16, 28, and 32 for the wait-list control group. The study’s results indicated a decrease in symptoms related to inattention, as confirmed by evaluations from healthcare professionals. These findings were in agreement with the ADHD-RS scores reported by parents. The study faced several challenges including the fact that the parents’ assessments

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weren’t blinded and there was a lack of input from the children’s educators. Additionally, a notable limitation was the predominance of male participants, accounting for 90% of the study group. The research ultimately suggests that the brain-computer interface based program for enhancing attention can effectively alleviate symptoms of inattention in children diagnosed with ADHD.  Compare and contrast the cognitive interventions presented in your articles (at least one intervention per article) and explain why you think they would be effective. Include the following in your comparison: o The respective strengths of each intervention o How the articles address your target population. If they do not, what would need to be modified in the intervention? The “Pay Attention” program places greater responsibility on the child to be engaged and comply with the program’s guidelines. Participation and adherence to the program’s directives are essential for the child to see improvements in both attention and executive functioning skills, as active involvement is rewarded. The program is specifically tailored to assist children suffering from ADHD to help them enhance their concentration and attention skills. This personalized approach helps young individuals adjust and refine these skills which in turn will lead to better cognitive performance. The brain-computer interface attention training program shows promise as a viable treatment for children with ADHD, applicable for those on stimulant medication and those who are not. The availability of non-pharmacological ADHD treatments are essential. Further research into ADHD treatments that do not rely on medication is critical and it would be beneficial for the BCI attention training program to be integrated into home, school, and clinical settings. These programs could serve as a strong alternative to medication, which is significant considering the potential serious side effects of ADHD drugs. Both articles addressed my target population by focusing on improving attention and focus in school-aged children suffering from ADHD and other attention disorders. References Lim CG, Poh XWW, Fung SSD, Guan C, Bautista D, et al. (2019) A randomized controlled trial of a brain-computer interface based attention training program for ADHD. PLOS ONE 14(5): e0216225. https://doi.org/10.1371/journal.pone.0216225 Tamm, L., Hughes, C., Ames, L., Pickering, J., Silver, C. H., Stavinoha, P., Castillo, C. L., Rintelmann, J., Moore, J., Foxwell, A., Bolanos, S. G., Hines, T., Nakonezny, P. A., & Emslie, G. (2010). Attention Training for

School-Aged Children With ADHD: Results of an Open Trial. Journal of Attention Disorders , 14 (1), 86- 94. https://doi-org.ezproxy.snhu.edu/10.1177/1087054709347446

PSY-375-J8771 4-2 Project One Milestone

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