Cognitive training in ADHD and autism – from academic attainment to improved mental health

About the Project

Attention and executive functions are fundamental cognitive functions that enable us to interact effectively with our environment in achieving our behavioural goals. Directing attention away from distracting information, shifting between input sources or inhibiting an inappropriate action are all necessary basic functions called upon in everyday life. Difficulties in such functions have therefore overarching implications for the individual across functional domains.

Neurodevelopmental conditions such as autism and ADHD, which emerge in childhood but persist into adulthood, have a substantial impact on quality of life across the lifespan. Importantly, both ADHDers and autistic individuals can experience difficulties in basic attention and executive functions, which are linked with a broad range of outcomes: from school level academic attainment to increased rates of anxiety and depression. As such, intervention approaches that are targeted at core cognitive functions have the potential to lead to a substantial benefit. In our previous research we have already started to demonstrate how an attention training intervention – CPAT: computerised progressive attention training, applied both in ADHD (Shalev et al, 2007; Trinczer & Shalev, 2024) and in autism (Spaniol et al., 2018, 2021) have led to improvements in academic performance that were maintained even at follow-up 3 months post intervention.

The proposed project will apply attention intervention (CPAT) in comparison to alternative approaches (e.g., physical exercise) to assess the impact of the intervention not only on academic performance in ADHD and autism but also on mental health (especially anxiety in depression). Furthermore, we will also attempt to record brain activation using fNIRS before and after the intervention to provide a brain mechanistic understanding of the mechanism of change as well as to identify responder profiles.

The project will be conducted within the Centre for Developmental Science (https://www.birmingham.ac.uk/research/centre-for-developmental-science), and the Centre for Human Brain Health (https://www.birmingham.ac.uk/research/centre-for-human-brain-health), which are both state-of-the-art research centres with the best available methods for studying brain, cognition, and behaviour.

Interested students should have basic knowledge of cognition and neurodevelopmental conditions but will be trained in the study methodologies (e.g., CPAT, fNIRS). For students interested in fNIRS some knowledge in coding will be beneficial.

This project is self-funded. UK and overseas applicants (with 1/2.1 class degree and masters degree, or equivalent) are eligible to apply for the position. As you will need financial support to cover tuition fees and living costs, you should identify potential sources of funding – for example, via scholarships from government funding agencies, charities, industries, national funding (overseas students), or other sources – and contact the lead supervisor by email to discuss this BEFORE submitting a formal application. You should also include a current CV and a statement of interest in your initial email to the lead supervisor.