First results
The Braingame Brian training is based on scientific findings over the last ten years, namely the insight that brain functions are trainable and training effects can last for some time (Klingberg, 2010). Research on the effects of rewarding children with ADHD has contributed to the development of a combination of training and gaming (Prins et al., 2011; Dovis et al., 2012). Early results on the use of Braingame Brian on children with ADHD appear positive. Not only do the children show significant progress in the trained tasks, but have improved their cognitive skills as well and parents rapport a decrease in the children’s ADHD behavioral characteristics (Ten Brink et al., 2011; Van Oord et al., 2012). Though the first results are positive, more research is needed to determine the short- as well long-term effectiveness of the training. During the year 2013, the first results of controlled clinical trials are expected. For more information about the current research results, please go to publications and presentations.
Further research
Problems with executive functions are not only found in children with ADHD. At this moment, however, no evidence has been established on the application of Braingame Brian in other conditions, such as ASS (autism), dyslexia, epilepsy, acquired brain damage, language difficulties and children with learning disabilities. Current research in, for example, children with ASS problems (www.trainingvoorautisme.nl; Dutch) should shine light on the possibility of these applications. At this moment, Braingame Brian training is only applied on children with these conditions as part of (ongoing) research. Children with ASS problems may apply for the training via Drs. Marieke de Vries, PhD student at the University of Amsterdam: m.devries@uva.nl.
Application for research
The main goal for the Gaming & Training foundation is to determine the indication criteria for the use of Braingame Brian. For application for research, please contact the foundation at info@gamingandtraing.nl.
Referenties
Newly added publications:
Groves, N. B., Chan, E. S. M., Marsh, C. L., Gaye, F., Jaisle, E. M., & Kofler, M. J. (2022). Does central executive training and/or inhibitory control training improve emotion regulation for children with attention-deficit/hyperactivity disorder? A randomized controlled trial. Frontiers in Psychiatry, 13:1034722.
doi: 10.3389/fpsyt.2022.1034722(pdf)
Chen, S., Yu, J., Zhang, Q., Zhang, J., Zhang, Y., & Wang, J. (2021). Which factor is more relevant to the effectiveness of the cognitive intervention? A meta-analysis of randomized controlled trials of cognitive training on symptoms and executive function behaviors of children with ADHD. Frontiers in Psychology, 6214., 4, 8-11 (pdf)
Albers, C. (2019). Toegepaste statistiek. De Psycholoog, 10, 38-47. (O.a. over de waarde van longitudinaal onderzoek.)
Ponsioen, A. J. G. B. (2019). Baas in eigen brein. Tijdschrift voor Remedial Teaching, 4, 8-11 (pdf; zie www.lbrt.nl)
Eisenberg, N. (2017). Commentary: What’s in a word (or words)–on the relations among self‐regulation, self‐control, executive functioning, effortful control, cognitive control, impulsivity, risk‐taking, and inhibition for developmental psychopathology–reflections on Nigg (2017). Journal of child psychology and psychiatry, 58(4), 384-386. Eisenberg-2017-Journal_of_Child_Psychology_and_Psychiatry
Nigg, J. T. (2017). Annual Research Review: On the relations among self‐regulation, self‐control, executive functioning, effortful control, cognitive control, impulsivity, risk‐taking, and inhibition for developmental psychopathology. Journal of child psychology and psychiatry, 58(4), 361-383. Nigg-2017-Journal_of_Child_Psychology_and_Psychiatry
Literature
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