2 79 REVIEW OF APPLIED & CASUAL GAMES FOR MENTAL HEALTH Paper Country Target group N % male Age, mean (SD) Age range Intervention arms Intervention characteristics Assessments Variables measured Findings relevant for current review Shalev et al. 2007 Israel Children with ADHD 36 83.3 9.14 (NA) 6-13 years 1. Computerised progressive attentional training (CPAT; active condition). 2. Playing various commercial computer games, and paper and pencil activities (casual games). Both conditions: Two 1-hour sessions per week over an 8-week period. Pre and post. Academic performance (i.e., passage copying, math exercises, reading comprehension), inattentive symptoms, hyperactive-impulsive symptoms. Participants in the CPAT group showed significant improvements in passage copying, reading comprehension and a reduction of inattentive symptoms. No significant improvements were observed in the control group. Smith et al. 2020 USA and China Children with (sub-threshold) ADHD 92 70.0 7.40 (1.10) 5-9 years 1. Integrated brain, body, and social (IBBS) intervention, consisting of computerised cognitive remediation training, physical exercises, and a behaviour management strategy (applied game). 2. TAU, including, but not limited to, psychosocial and/or psychopharmacological interventions for ADHD (active condition). 1. Forty-five to sixty sessions, delivered 3-4 times per week, 1.5 to 2 hours a day for 15 weeks. 2. Children in the TAU were offered the IBBS intervention following endpoint assessments. Pre and post. ADHD symptoms, overall improvement, verbal learning and memory, spatial working memory and spatial storage manipulation, sustained attention and response inhibition***; treatment compliers (subsample analysis), age, medication status, ADHD subtype, treatment site (covariates); compliance. No significant treatment effects were found on ADHD symptoms and overall improvement scores. The IBBS group showed improvement on verbal working memory, but the result did not survive correction for multiple group comparisons. No other treatment effects were found on any of the remaining neurocognitive outcome measures.
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