Press releases and reviews

Play Attention Long-Term Study Outclasses Competing Brain Games in School Setting

ASHEVILLE, NC – Randomized, controlled reviews of Play Attention were performed by Tufts University School of Medicine in a long-term review, and follow up review. The reviews were funded by a grant from the US Department of Education to assess the efficacy of brain-training programs in educational settings. The long-term reviewers found that Play Attention produced significant improvements which prompted a 6 month follow up study.

Furthermore, the reviewers performed the studies in Boston schools with a large number of students (104). While the Play Attentoin students did not require increases in medication, the brain game group and secondary control group required ~8 mg increase in their medication.

All three of Tufts Medical School peer-reviewed studies found that simple brain training games had little to no positive outcomes for the ADHD population.

Published in the Journal and Behavioral Pediatrics, and titled, Neurofeedback and Cognitive Attention Training for Children with Attention-Deficit Hyperactivity Disorder in Schools, the Tufts reviewers found (https://www.ncbi.nlm.nih.gov/pubmed/24399101): In a very positive review, Tufts found that Play Attention “made greater improvements in ADHD symptoms compared to both the control and CT conditions. Thus, NF is a promising attention training treatment intervention for children with ADHD.”

METHOD:

Children in second and fourth grade with a diagnosis of ADHD (n = 104) were randomly assigned to neurofeedback (NF) (n = 34), cognitive training (CT) (n = 34), or control (n = 36) conditions. A 2-point growth model assessed change from pre-post intervention on parent reports (Conners 3-Parent [Conners 3-P]; Behavior Rating Inventory of Executive Function [BRIEF] rating scale), teacher reports (Swanson, Kotkin, Agler, M-Flynn and Pelham scale [SKAMP]; Conners 3-Teacher [Conners 3-T]), and systematic classroom observations (Behavioral Observation of Students in Schools [BOSS]). Paired t tests and an analysis of covariance assessed change in medication.

RESULTS:

Children who received NF showed significant improvement compared with those in the control condition on the Conners 3-P Attention, Executive Functioning and Global Index, on all BRIEF summary indices, and on BOSS motor/verbal off-task behavior. Children who received CT showed no improvement compared to the control condition. Children in the NF condition showed significant improvements compared to those in the CT condition on Conners 3-P Executive Functioning, all BRIEF summary indices, SKAMP Attention, and Conners 3-T Inattention subscales. Stimulant medication dosage in methylphenidate equivalencies significantly increased for children in the CT (8.54 mg) and control (7.05 mg) conditions but not for those in the NF condition (0.29 mg).

About Play Attention

Play Attention is the global leader in neurocognitive training having pioneered it for home and school in 1994. Play Attention is available online at www.playattention.com. Play Attention has been shown to significantly improve attention, working memory, impulse control, and behavior in studies published in 3 peer reviewed journals and performed in public schools as opposed to artificial clinical settings. Play Attention has been featured twice on Good Morning America, TIME magazine, national and local news broadcasts, the Boston Globe, Huffington Post, Delta Sky Magazine, Washington Post, Home School magazine, and many more media.