[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-study-detail:100302753":3},{"organization":4,"armGroups":7,"interventions":20,"overallOfficials":29,"centralContacts":34,"locations":43,"responsibleParty":69,"collaborators":71,"id":75,"slug":76,"hasResults":77,"nctId":78,"briefTitle":79,"officialTitle":80,"acronym":81,"eligibilityCriteria":82,"healthyVolunteers":77,"sex":83,"minAge":84,"maxAge":85,"enrollmentInfo":86,"targetDuration":25,"studyType":89,"phases":90,"briefSummary":92,"conditions":93,"keywords":95,"overallStatus":45,"whyStopped":25,"lastUpdateSubmitDate":101,"lastUpdatePostDateStruct":102,"startDateStruct":105,"completionDateStruct":107,"leadSponsor":109,"locationsCount":110},{"fullName":5,"class":6},"University of California, Davis","OTHER",[8,14],{"label":9,"type":10,"description":11,"interventionNames":12},"VR Treatment","EXPERIMENTAL","The \"VR distractor condition\" is an adaptive training, experimental treatment. Participants will wear a headset VR system programmed to simulate a virtual classroom. They will be asked to perform computer tests of math, attention, or working memory in the virtual reality context. Distractors will be presented intermittently throughout the test session. During training sessions, distractor saliency and frequency will increase or decrease based on performance on the tests.\n\n25 sessions should be completed in approximately 5-7 weeks. In-home VR training sessions will each be about 20-30 minutes in length.\n\nThe investigators expect a decrease in distraction after adaptive distractor exposure in the VR classroom.",[13],"Device: VR Treatment",{"label":15,"type":16,"description":17,"interventionNames":18},"VR Active Control","ACTIVE_COMPARATOR","The \"VR classroom with no distractors presented\" is an active control group. This group will undergo the same training regimen, only their virtual classroom environment will not contain adaptive distractors. Participants will wear a headset VR system programmed to simulate a virtual classroom. They will be asked to perform computer tests of math, attention, or working memory in the virtual reality context.\n\n25 sessions should be completed in approximately 5-7 weeks. In-home VR training sessions will each be about 20-30 minutes in length.\n\nThe investigators expect no change in response to distraction in the ADHD group after control exposure to the VR classroom.",[19],"Device: VR Active Control",[21,26],{"type":22,"name":9,"description":23,"armGroupLabels":24,"otherNames":25},"DEVICE","Distractors",[9],null,{"type":22,"name":15,"description":27,"armGroupLabels":28,"otherNames":25},"No distractors",[15],[30],{"name":31,"affiliation":32,"role":33},"Julie Schweitzer, PhD","UC Davis MIND Institute","PRINCIPAL_INVESTIGATOR",[35,40],{"name":36,"role":37,"phone":38,"phoneExt":25,"email":39},"Juan Ramos","CONTACT","916-703-0294","hs-airlab@ucdavis.edu",{"name":41,"role":37,"phone":42,"phoneExt":25,"email":39},"Shannon Hoffman","916-703-0258",[44],{"facility":32,"status":45,"city":46,"state":47,"zip":48,"country":49,"countryCode":50,"cosmosGeoPoint":51,"geoPoint":56,"contacts":57},"RECRUITING","Sacramento","California","95817","United States","US",{"type":52,"coordinates":53},"Point",[54,55],-121.4944,38.58157,{"lat":55,"lon":54},[58,61,64,66],{"name":59,"role":37,"phone":38,"phoneExt":25,"email":60},"Juan Ramos, BS","jframos@ucdavis.edu",{"name":62,"role":37,"phone":63,"phoneExt":25,"email":39},"Shannon Hoffman, DPT","916 703 0294",{"name":65,"role":33,"phone":25,"phoneExt":25,"email":25},"Julie B Schweitzer, PhD",{"name":67,"role":68,"phone":25,"phoneExt":25,"email":25},"Joy Geng, PhD","SUB_INVESTIGATOR",{"type":70,"investigatorFullName":25,"investigatorTitle":25,"investigatorAffiliation":25,"oldNameTitle":25,"oldOrganization":25},"SPONSOR",[72],{"name":73,"class":74},"National Institute of Mental Health (NIMH)","NIH","100302753","virtual-reality-attention-management-100302753",false,"NCT03221244","Virtual Reality Attention Management","Virtual Reality Attention Management Program for Improving Attention in Children","VRAM","Inclusion Criteria:\n\n* Significant (T score \\>= 60) ratings of Cognitive Problems\u002FInattention or DSM Inattention scale scores on the Conners' Parent or Teacher Rating Scale-3 or Parent ADHD Rating Scale-IV (ADHD-RS)\n* Endorsement of 4 or more symptoms of inattention on a clinical psychiatric interview (e.g. Parent DISC, DICA, Kiddie-SADS, Mini-KID)\n* Comfortable using a computer\n* Full Scale IQ \\> 80\n\nExclusion Criteria:\n\n* Psychosis (by parent report at phone screen), significant depression, autism (15 or \\> on Social Communication Questionnaire (SCQ)), psychotic disorders, visual or hearing impairment or any other disorder that may interfere with task performance\n* It is in the investigator's opinion that it is not in the subject's best interest to continue\n* Subject is non-compliant with training schedule\n* Subjects on pharmacotherapy for ADHD at the time of enrollment will be excluded from Aims 3 and 4.\n* Subjects starting behavioral or psychological treatment for ADHD during the training phase of the study will be excluded","ALL","8 Years","12 Years",{"count":87,"type":88},50,"ESTIMATED","INTERVENTIONAL",[91],"NA","Problems with distraction are widespread in the 21st century, but for people with developmental delays or behavioral challenges they can have more damaging effects. For example, susceptibility to distraction is associated with worse school and social performance, lower high school graduation rates, and increased incidence of serious accidents. The investigators' goal is to improve understanding of distractibility and develop a targeted treatment. The proposed intervention is based on models of habituation, which is a term that means reduced physiological and emotional response to a stimulus (e.g. moving object, or loud noise, etc.) as it is seen repeatedly. The investigators use virtual reality technology to show study participants distracting stimuli repeatedly in a virtual classroom setting, and their hypothesis states that participants will improve attention in the face of distraction by training with this technology intervention. The virtual classroom setting is especially relevant for children who have significant challenges with distractibility, such as children with ADHD. This intervention will likely be effective in helping individuals with other clinical disorders and perhaps the general population as well.",[94],"ADHD",[96,97,98,99,100],"Distractibility","Virtual Reality","Attention","Child","Pediatric","2026-08-04",{"date":103,"type":104},"2026-08-07","ACTUAL",{"date":106,"type":104},"2016-06-02",{"date":108,"type":88},"2027-07-02",{"name":5,"class":6},1]