Executive Function Training in Childhood Obesity: Food Choice, Quality of Life, and Brain Connectivity (TOuCH): A Randomized Control Trial Protocol

Effects of Digital Neurohabilitation on Attention and Memory in Patients with a Diagnosis of Pediatric Obesity: Case Series

Objective: Obesity represents a health risk and several studies have linked this clinical entity to cognitive deficits. Among the neuropsychological rehabilitation tools, Peak, a digital application, has shown positive results as a therapeutic method. The aim of this work was to measure, for the first time, cognitive deficits and the effects of Peak digital cognitive neurohabilitation therapy in patients diagnosed with obesity. Methods: Peak treatment was offered to the parents who agreed and lasted 6 months, including the neurocognitive evaluation. The patients used Peak five times a day for 20 min. The Neuropsychological Attention and Memory Battery (NEUROPSI) was applied before and after the intervention. Results: The results revealed posttest changes in attention and executive function, memory, and total attention and memory. Significant clinical changes were observed, and the diagnostic range increased from severe to moderate. Conclusions: We concluded that, through an intervention with the Peak app, it is possible to enable attention and memory, which represent the main cognitive deficits in obese pediatric patients.

Influence of Executive Function Training on BMI, Food Choice, and Cognition in Children with Obesity: Results from the TOuCH Study

BACKGROUND

Children with obesity have a higher risk of future health and psychological problems. Executive functions (EFs) play a key role in successful dietetic and exercise planning; therefore, new treatments aimed at improving EFs may optimize outcomes.

OBJECTIVES

This study evaluates the impact of EF training on body mass index (BMI), food choice, and cognition in children with obesity. We also examine their real-life executive functioning, emotional state, and quality of life.

METHODS

Randomized controlled double-blind trial. Forty-six children with obesity were randomly allocated into an executive functions training or a control task training group and attended 30-45 min of daily training (5/week over 6 weeks), with both groups receiving counseling on diet and wearing an activity/sleep tracker. Participants were evaluated at baseline and after treatment.

RESULTS

BMI decreased over time in the whole sample, although there were no differences between groups at post-training in BMI, food choice, and cognition. Both groups showed significant improvements in attention, speed, cognitive flexibility, and inhibitory control. Additionally, there were some benefits in real-life executive functioning and self-esteem. Over the 6 weeks, participants showed worse food choices in both groups.

CONCLUSIONS

EFs training showed a lack of significant effects. The executive function enhancement alone did not explain these changes, as there were no significant differences between the experimental groups. It might be that the control task training could also produce some benefits, and multi-component interventions might be useful for weight loss.

Impact of a cognitive stimulation program on the reading comprehension of children in primary education

Introduction

At present, numerous studies can be found in which influences and relationships between the principal executive functions, reading comprehension, and academic performance associated with reading are reported. However, there is still a lack of convergence regarding the impact of computerized cognitive training on children's executive development and its transfer in academic reading performance and comprehension of written texts.

Methods

This study analyzes the effect of implementing a cognitive stimulation program on the performance of reading comprehension and academic performance in the subject of Spanish Language and Literature. To this end, a total sample of 196 children from 23 educational centers received the cognitive intervention for 8 weeks, with three weekly sessions of between 15 and 20 min each occurring on non-consecutive days. Pre-test and post-test measurements were collected and analyzed.

Results

The results demonstrate a significant increase in the reading comprehension scores. In addition, a significant impact of the training on the participants' academic performance in the subject Spanish Language and Literature was found.

Discussion

These results highlight the usefulness of computerized cognitive stimulation programs for reading comprehension enhancement.