Sustained Attention In Children Research Articles

The effect of tDCS on inhibitory control and its transfer effect on sustained attention in children with autism spectrum disorder: An fNIRS study

BackgroundIndividuals with autism spectrum disorder (ASD) have inhibitory control deficits. The combination of transcranial direct current stimulation (tDCS) and inhibitory control training produces good transfer effects and improves neuroplasticity. However, no studies have explored whether applying tDCS over the dlPFC improves inhibitory control and produces transfer effects in children with ASD. ObjectiveTo explore whether multisession tDCS could enhance inhibitory control training (response inhibition), near-transfer (interference control) and far-transfer effects (sustained attention; stability of attention) in children with ASD and the generalizability of training effects in daily life and the class, as reflected by behavioral performance and neural activity measured by functional near-infrared spectroscopy (fNIRS). MethodsTwenty-eight autistic children were randomly assigned to either the true or sham tDCS group. The experimental group received bifrontal tDCS stimulation at 1.5 mA, administered for 15 min daily across eight consecutive days. tDCS was delivered during a computerized Go/No-go training task. Behavioral performance in terms of inhibitory control (Dog/Monkey and Day/Night Stroop tasks), sustained attention (Continuous Performance and Cancellation tests), prefrontal cortex (PFC) neural activity and inhibitory control and sustained attention in the class and at home were evaluated. ResultsTraining (response inhibition) and transfer effects (interference control; sustained attention) were significantly greater after receiving tDCS during the Go/No-go training task than after receiving sham tDCS. Changes in oxyhemoglobin (HbO) concentrations in the dlPFC and FPA associated with consistent conditions in the Day/Night Stroop and Continuous Performance test were observed after applying tDCS during the inhibitory control training task. Notably, transfer effects can be generalized to classroom environments. ConclusionInhibitory control training combined with tDCS may be a promising, safe, and effective method for improving inhibitory control and sustained attention in children with ASD.

The Impaired Sustained Attention in Children with ADHD: Relevant Factors and Clinical Implications

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental condition that profoundly disrupts a child's capacity to maintain focus, impacting various aspects of their daily existence. This article delves into the intricate realm of compromised sustained attention in children diagnosed with ADHD, offering an exhaustive examination of the contributing factors and their clinical implications. Employing extensive research, this research delves into the multifaceted facets of attention deficits associated with ADHD, encompassing distinct attentional components, susceptibility to distractions, attention patterns, processing speed, autonomic regulation, and developmental considerations. By unraveling these discoveries, the exploration acquires valuable insights into the hurdles confronted by children grappling with ADHD when it comes to sustaining attention. Furthermore, emphasizing the significance of tailored interventions aimed at addressing specific attention-related elements. By shedding light on the complexity of impaired sustained attention in ADHD, this article advances researchers’ comprehension of this condition and lays the groundwork for more efficacious diagnostic and therapeutic approaches. This review can help improve the lives of children affected by ADHD by fostering a more nuanced understanding of the challenges they face in their daily lives.

White matter and sustained attention in children with attention/deficit-hyperactivity disorder: A longitudinal fixel-based analysis.

Sustained attention is a cognitive function with known links to academic success and mental health disorders such as attention/deficit-hyperactivity disorder (ADHD). Several functional networks are critical to sustained attention, however the association between white matter maturation in tracts linking functional nodes and sustained attention in typical and atypical development is unknown. 309 diffusion-weighted imaging scans were acquired from 161 children and adolescents (80 ADHD, 81 control) at up to three timepoints over ages 9-14. A fixel-based analysis approach was used to calculate mean fiber density and fiber-bundle cross section in tracts of interest. Sustained attention was measured using omission errors and response time variability on the out-of-scanner sustained attention to response task. Linear mixed effects models examined associations of age, group and white matter metrics with sustained attention. Greater fiber density in the bilateral superior longitudinal fasciculus (SLF) I and right SLF II was associated with fewer attention errors in the control group only. In ADHD and control groups, greater fiber density in the left ILF and right thalamo-premotor pathway, as well as greater fiber cross-section in the left SLF I and II and right SLF III, was associated with better sustained attention. Relationships were consistent across the age span. Results suggest that greater axon diameter or number in the dorsal and middle SLF may facilitate sustained attention in neurotypical children but does not assist those with ADHD potentially due to disorder-related alterations in this region. Greater capacity for information transfer across the SLF was associated with attention maintenance in 9-14-year-olds regardless of diagnostic status, suggesting white matter macrostructure may also be important for attention maintenance. White matter and sustained attention associations were consistent across the longitudinal study, according with the stability of structural organization over this time. Future studies can investigate modifiability of white matter properties through ADHD medications.

The combined associations of mercury exposure and DNA methylation with sustained attention in children

BACKGROUND AND AIM: Attention deficit disorder (ADHD) is one of the world’s most common neurodevelopmental disorders, yet the etiology is not well-understood. Childhood DNA methylation (DNAm) patterns and exposure to methylmercury have both been implicated in the development of ADHD, though simultaneous assessments of these factors are rare. This study leverages the ELEMENT (Early Life Exposures in Mexico to Environmental Toxicants) cohort to identify the associations of childhood mercury exposure and DNAm with sustained attention in adolescence, and how these associations differ by sex. METHODS: Total mercury was measured in hair and urine from ELEMENT participants aged 6-12, reflecting organic and inorganic sources respectively. Children were followed on average 5.6 years, when adolescent DNAm was quantified in blood leukocytes via the Infinium EPIC array. Conners Continuous Performance Test (CPT3) was used to quantify measures of inattention, impulsivity, sustained attention, and vigilance. Linear regression was used to assess relationships between mercury biomarkers and CPT3 outcomes (N=399). In an epigenome-wide association study, we examined associations between adolescent DNAm and CPT3 performance (N=517). All analyses were adjusted for age, sex, socioeconomic status, and response style in adolescence. RESULTS: Childhood hair and specific gravity-adjusted urine mercury averaged 0.62±0.03 µg/g and 1.09±0.14 µg/L, respectively. Relationships between mercury levels and attention varied by mercury biomarker and CPT3 variable. Hair mercury, for instance, was associated with reduced inattentiveness (β=-0.021(SE=0.0095), p=0.027); urine mercury was not (β=-0.0045(SE=0.0078), p=0.57). Sex modified associations; for instance, urine mercury exposure was related to decreased vigilance in males (β=1.31(SE=0.65), p=0.045), but not in females (β=-0.20(SE=0.81), p=0.80). Lastly, DNAm at certain genes was associated with CPT3 scores. For example, DNAm at a loci in ZNF814 (Zinc Finger Protein-814) was related to increased sustained attention (β=0.97(SE=0.17), q=0.012). CONCLUSIONS: Both DNAm and mercury exposure are associated with adolescent CPT3 performance. KEYWORDS: mercury, sustained attention, DNA methylation, ADHD

Methylphenidate remediates aberrant brain network dynamics in children with attention‐deficit/hyperactivity disorder: A randomized controlled trial

Methylphenidate is a widely used first-line treatment for attention deficit/hyperactivity disorder (ADHD), but the underlying circuit mechanisms are poorly understood. Here we investigate whether a single dose of osmotic release oral system methylphenidate can remediate attention deficits and aberrancies in functional circuit dynamics in cognitive control networks, which have been implicated in ADHD. In a randomized placebo-controlled double-blind crossover design, 27 children with ADHD were scanned twice with resting-state functional MRI and sustained attention was examined using a continuous performance task under methylphenidate and placebo conditions; 49 matched typically-developing (TD) children were scanned once for comparison. Dynamic time-varying cross-network interactions between the salience (SN), frontoparietal (FPN), and default mode (DMN) networks were examined in children with ADHD under both administration conditions and compared with TD children. Methylphenidate improved sustained attention on a continuous performance task in children with ADHD, when compared to the placebo condition. Children with ADHD under placebo showed aberrancies in dynamic time-varying cross-network interactions between the SN, FPN and DMN, which were remediated by methylphenidate. Multivariate classification analysis confirmed that methylphenidate remediates aberrant dynamic brain network interactions. Furthermore, dynamic time-varying network interactions under placebo conditions predicted individual differences in methylphenidate-induced improvements in sustained attention in children with ADHD. These findings suggest that a single dose of methylphenidate can remediate deficits in sustained attention and aberrant brain circuit dynamics in cognitive control circuits in children with ADHD. Findings identify a novel brain circuit mechanism underlying a first-line pharmacological treatment for ADHD, and may inform clinically useful biomarkers for evaluating treatment outcomes.

Patterns of Attention and Anxiety in Predicting Arithmetic Fluency among School-Aged Children.

Although the interaction between anxiety and attention is considered crucial for learning and performance in mathematics, few studies have examined these cognitive and affective predictors in a single framework or explored the role of sustained attention in promoting children’s arithmetic performance, using traditional linear analyses and latent profile analysis (LPA). In this paper, state anxieties (in a math test and in an attention test situation), general anxiety traits, sustained attention (performance-based test and attention deficit/hyperactivity disorder (ADHD) self-ratings) and math achievement of 403 fourth and fifth graders (55.8% girls) were assessed. A negative correlation between state anxiety prior to the math test and arithmetic achievements was identified, even when controlling for other non-math related state anxieties and general anxiety. Sustained attention was a strong predictor of arithmetic achievement and functioned as a moderator in the anxiety-performance link. LPA identified six distinct profiles that revealed a complex relationship with arithmetic fluency. The weakest achievement was found for a specific math anxiety subgroup. The findings highlight the important role of the interaction of anxiety and sustained attention in children’s ability to perform math and enable new conclusions about the specific nature of math anxiety. Implications for future research are discussed.

Combined use of osteopathic correction and transcranial micropolarization of the brain in the treatment of children with attention deficit hyperactivity disorder

Introduction. Attention deficit hyperactivity disorder (ADHD) is a neurobehavioral disorder that occurs in 5-8 % of school-age children and persists into adulthood in 60 % of cases. At the present stage of neurology development, a number of significant drawbacks have been noted in the pharmacological correction of ADHD: the need for a long course of medication, the problem of polypragmasia, side effects and allergic reactions. Thus, there is a real need to develop non-drug ways to correct ADHD. Previous studies have demonstrated a sufficiently high clinical efficacy of transcranial micropolarization of the brain in the treatment of this patients group. Some studies have shown the effectiveness of the osteopathic correction use, which can increase the effectiveness of selective and sustained attention in children with ADHD. At the same time, the question of the possibility of combining various non-drug methods of treatment is quite acute.The aim of the study is to research the feasibility of osteopathic correction using in combination with transcranial micropolarization of the brain in the complex treatment of children with ADHD.Materials and methods. A controlled randomized trial was conducted in the period from January 2018 to February 2020 in Ekaterinburg and St. Petersburg. 68 patients with the established diagnosis attention deficit hyperactivity disorder aged 6 to 10 years, including 42 boys and 26 girls, were under observation. All patients, depending on the used treatment method, were divided by simple randomization into two comparable groups: the main group — 34 people, 22 boys and 12 girls, average age 7,4±1,2 years; the control group consisted of 34 people, 20 boys and 14 girls, with an average age 7,8±1,1 years. Patients received drug therapy with hopanthenic acid in age-related dosages (30 mg/kg body weight), course duration of 2 months, and transcerebral micropolarization of the brain. Each patient received one course of micropolarization, consisting of 15 sessions, the duration of each session was 30 minutes. Patients of the main group received osteopathic correction in addition to the therapy described above. In total, 4 sessions of 60 minutes each were held. The interval between the first sessions was 10 days, between subsequent sessions — from 10 to 14 days. There were evaluated the osteopathic status, the severity of ADHD manifestations and the short-term memory indicators, and the type and properties of the nervous system were determined for all patients, regardless of the group, before the start of treatment, as well as after the completion of the course of complex therapy.Results. After the therapy, there was a statistically significant decrease (p<0,05) in scores quantity on the ADHD assessment scale (ICD-10 criteria) both in the main and in the control groups, which reflects a decrease in the severity of clinical manifestations of this syndrome and demonstrates the effectiveness of the used therapy methods. In patients of the main group who received osteopathic correction, compared with the control group, there was also a significant (p<0,05) decrease in the number of regional dominant somatic dysfunctions, an increase in short-term memory indicators and a change in the type and properties of the nervous system (from weak to stable).Conclusion. The therapy carried out both with the use of osteopathic correction and without it, equally leads to a decrease in the degree of manifestations of ADHD. This indicates the clinical effectiveness of both studied integrated approaches to the treatment of children with ADHD. At the same time, osteopathic correction in the treatment of patients with ADHD significantly increases the indicators characterizing short-term memory and changes the type of response of the nervous system. These changes can be regarded as a potential opportunity to increase the learning ability of children and improve their socialization.

Comparison of the Effectiveness of Virtual Reality-based Cognitive Rehabilitation With Classical Cognitive Rehabilitation on Improving Executive Function in Children with Attention Deficit-Hyperactivity Disorder

Background and Aim: Children with Attention Deficit Hyperactivity Disorder are a good target group for cognitive rehabilitation Because their behavioral problems, including inattention, impulsivity, and hyperactivity, have a specific cognitive and cerebral origin. This adaptation of behavior to cognitive function provides an opportunity to repair behavior by strengthening cognitive function. This study aimed to compare the effectiveness of cognitive rehabilitation based on virtual reality technology as a new method and classical cognitive rehabilitation in improving the executive functions of children with attention deficit hyperactivity disorder. Methods & Materials: This research was a quasi-experimental study using a pre-test-post-test design with a control group. The statistical population included all children aged 7-12 years with Attention Deficit Hyperactivity Disorder in Tehran in 1398 who were selected by convenience sampling method and randomly divided into 3 groups of 12 people. In the pre-test stage, participants were assessed with the Attention Deficit Hyperactivity Disorder Rating Scale and the Computer Integrated Visual and Auditory Test (IVA-2). The first group received a virtual reality-based cognitive rehabilitation package and the second group received a Captain Log computer cognitive rehabilitation package, 12 sessions twice a week. No intervention was performed in the control group during this period. Post-tests were taken from all 3 groups after the intervention. Univariate analysis of covariance (ANCOVA) was used to analyze the data using SPSS software v. 26. Ethical Considerations: This study was approved by the Research Ethics Committee of the Islamic Azad University, Central Tehran Branch (Code: IR.IAU.CTB.REC.1400.001). Results: The results showed that both methods of cognitive rehabilitation intervention had a significant effect on cognitive functions (selective attention, sustained attention) of Attention deficit hyperactivity disorder (ADHD) children (P<0.01). But no significant difference was observed between the mean scores of selective attention and sustained attention in the first experimental group and the second experimental group (P>0.05). Conclusion: Virtual reality-based cognitive rehabilitation is as effective as classical cognitive rehabilitation on selective attention and sustained attention in children with ADHD. Virtual reality-based cognitive rehabilitation can be used as a new approach to rehabilitating this disorder.

Yoga exercises can improve sustained attention in children with ADD

IntroductionIt is known that children with attention deficit disorder (ADD) have deficit in sustained attention. It is important to develop trainings for improving sustained attention in ADD children. It was shown that yoga exercises have positive effect on sustained attention in adults.ObjectivesThe gaol of this study was to reveal effect of yoga exercises on sustained attention in 7-8 years of age children with ADD. We compared the efficacy of two methods of treatment (yoga exercises vs. conventional motor exercises) in a randomized controlled pilot study.Methods18 children with ADD at the age of 7-8 years were included and randomly assigned to treatment conditions according to a 2×2 crossover design. Children from intervention group participated in 8 weeks of yoga exercises. To assess the sustained attention we used subtest from Luria’s child neuropsychological battery. This subtest is designed to assess visual sustained attention.. Effects of treatment were analyzed by means of an ANOVA for repeated measurements.ResultsThe ANOVA has revealed (p<.05) that for sustained attention subtest the yoga exercises were superior to the conventional motor training, with effect sizes in the medium-to-high range (0.39-0.77).ConclusionsThe findings from this pilot study suggest that yoga exercises have positive effect on sustained attention in 7-8 years of age children with ADD. However, it is necessary to do further research to reveal the impact of yoga exercises on the prevention and treatment of attention deficit disorder in children.

Children with computer game addiction have weakness in sustained attention

IntroductionVarious digital technologies are increasingly being introduced into the everyday life of children. There are evidences that digital addiction has negative effect on cognitive functions of children. What kind of specific effect does this new “digital environment” have for children?ObjectivesThe goal of this research is to check the hypothesis that 7-year-old children with computer game addiction have weakness in sustained attention.MethodsWe used questionnaire for parents to reveal children with computer game addiction. Experimental group consisted of 28 7-year-old children with computer game addiction. Control group consisted of 28 children without computer game addiction. Children from experimental and control group were matched for gender and IQ. To assess the sustained attention we used subtest from Luria’s child neuropsychological battery. This subtest is designed to assess visual sustained attention.ResultsOne-way ANOVAs by group revealed significant differences (p≤0,05) between the groups in the level of visual sustained attention.ConclusionsIt can be assumed that computer game addiction has negative effect on the development of visual sustained attention in children. However, we need to do additional research to approve this preliminary results.

Denser Retinal Microvascular Network Is Inversely Associated With Behavioral Outcomes and Sustained Attention in Children

Changes in geometry of the retinal microvascular network, including vessel width, vessel density, and tortuosity, have been associated with neurological disorders in adults. We investigated metrics of the retinal microvasculature in association with behavior and cognition in 8- to 12-year-old children. Digital fundus images of 190 children (48.2% girls, mean age 9.9 years) were used to calculate retinal vessel diameters, fractal dimension, lacunarity, and tortuosity. Parents filled out a Strengths and Difficulties Questionnaire (SDQ) for behavioral screening. Cognitive performance testing included a computerized version of the Stroop test (selective attention), the Continuous Performance (sustained attention), the Digit-Symbol (visual scanning and information-processing speed) and the Pattern Comparison (visuospatial analytic ability) tests from the Neurobehavioral Evaluation System (NES3) battery. Retinal vessel geometry was significantly associated with the SDQ problem score, which increased with 1.1 points (95% CI: 0.3 to 1.9 points) per interquartile (IQR) increment in retinal fractal dimension, and decreased 1.4 points (95% CI: −2.4 to −0.4 points) or decreased 1.0 points (95% CI: −2.1 to 0.1 points) per IQR increment in retinal vascular lacunarity or tortuosity, respectively. Sensitivity analyses showed that results were driven by the hyperactivity/inattention and conduct problem scales of the SDQ. Correspondingly, mean reaction time on the Continuous Performance test increased by 11 ms (95% CI: 4.4 to 17.6 ms) with an IQR increase in fractal dimension. The results indicate that a denser retinal microvascular network, exemplified by a higher fractal dimension and lower lacunarity, are inversely associated with behavioral outcomes and sustained attention in children.

A diffusion model analysis of sustained attention in children with attention deficit hyperactivity disorder.

Whether children with attention deficit hyperactivity disorder (ADHD) have deficits in sustained attention remains unresolved due to the ongoing use of cognitive paradigms that are not optimized for studying vigilance and the fact that relatively few studies report performance over time. In three independent samples of school-age children with (total N = 128) and without ADHD (total N = 59), we manipulated event rate, difficulty of discrimination, and use signal detection (SDT) and diffusion models (DM) to evaluate the cause of the vigilance decrement during a continuous performance task. For both groups of children, a bias toward "no-go" over time (as indexed by the SDT parameter B″ and the DM parameter z/a) was responsible for generating the vigilance decrement. However, among children with ADHD, the rate at which information accumulated to make a no-go decision (vNoGo) also increased with time on task, representing a possible secondary mechanism that biases children against engagement. At all time points, children with ADHD demonstrated reduced sensitivity to discriminate targets from nontargets. Children with ADHD are particularly sensitive to the cost of task engagement, but nonspecific slower drift rate may ultimately provide a better conceptualization of the cognitive atypicalities commonly observed in that group. Results are interpreted in the context of updated conceptualizations of sustained attention and vigilance. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Comparing auditory sustained attention in children with auditory processing disorder and normal children

Comparing auditory sustained attention in children with auditory processing disorder and normal children

Yoga Exercises Have Positive Effect on Sustained Attention in Children With ADD

It is known that children with attention deficit disorder (ADD) have deficit in sustained attention. It is important to develop trainings for improving sustained attention in ADD children. It was shown that yoga exercises have positive effect on sustained attention in adults. The goal of this study was to reveal effect of yoga exercises on sustained attention in 8 years of age children with ADD. We compared the efficacy of two methods of treatment (yoga exercises vs. conventional motor exercises) in a randomized controlled pilot study.

TRAINING AND GAMING SYSTEM FOR DEVELOPMENT OF LOGIC WITH INTELLIGENT INTERFACE

In today's education, there are problems associated with the development of attention in preschool and primary school children. It is difficult for children to focus on a given task, especially if it is not very interesting and monotonous, their attention is attracted by everything new and bright. For this reason, the gamification of educational processes is one of the most popular modern trends in the development of information systems. Using the game, children in an interesting and simple way can develop the skills of logical thinking, solving certain problems of logic-mathematical games, such as sudoku. Most of the current informational training and gaming systems have a standard interface and are age-specific. The authors propose a modern training and gaming system with an intellectual interface, which will increase the efficiency of teaching children of preschool and primary school age the basics of logical thinking by adapting to each specific child. The article provides a comparative analysis of existing systems for the development of logic, the basic requirements for such a system, the analysis of methods of gesture recognition and the algorithm of work of the intellectual interface based on the use of neural networks, namely the convolutional neural network, which is the logical development of ideas of such architectures neural networks such as cognitron and neocognitron. After that, a conceptual model of training and gaming system was developed, which consists of a game subsystem that interacts with the intellectual interface with the help of a database and a knowledge base. The authors also developed a general scheme of the game subsystem. The innovative training-gaming system offered by the authors not only allows to use the intelligent interface but also adapts to each individual player, depending on the previous results of the game, which leads to an increase in the quality and effectiveness of teaching children of preschool and primary school age. Learning through play is an interesting and simple learning that leads not only to the development of logic but also to the development of sustained attention in children.

A hidden Markov model for analyzing eye-tracking of moving objects : Case study in a sustained attention paradigm.

Eye-tracking provides an opportunity to generate and analyze high-density data relevant to understanding cognition. However, while events in the real world are often dynamic, eye-tracking paradigms are typically limited to assessing gaze toward static objects. In this study, we propose a generative framework, based on a hidden Markov model (HMM), for using eye-tracking data to analyze behavior in the context of multiple moving objects of interest. We apply this framework to analyze data from a recent visual object tracking task paradigm, TrackIt, for studying selective sustained attention in children. Within this paradigm, we present two validation experiments to show that the HMM provides a viable approach to studying eye-tracking data with moving stimuli, and to illustrate the benefits of the HMM approach over some more naive possible approaches. The first experiment utilizes a novel 'supervised' variant of TrackIt, while the second compares directly with judgments made by human coders using data from the original TrackIt task. Our results suggest that the HMM-based method provides a robust analysis of eye-tracking data with moving stimuli, both for adults and for children as young as 3.5-6 years old.

Supplemental Material for A Diffusion Model Analysis of Sustained Attention in Children With Attention Deficit Hyperactivity Disorder

Supplemental Material for A Diffusion Model Analysis of Sustained Attention in Children With Attention Deficit Hyperactivity Disorder

Sustained Attention of Children with and without Specific Language Impairment and the Relations with Quick Incidental Learning Using Eye-Tracker

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Stimulation program for selective and sustained attention in preschool based on ICT

Attention is the key cognitive system of mental activity, which influences the development of higher processes and executive functions. Indeed, the need to design an innovative training program for preschoolers arose. Because here the most important evolutionary development of individuals is determined. Because of this, record potentiates the program and improves attentional levels in children, emphasizing two respective types of attention which are sustained and selective, and focusing in two modes, which are visual and auditory, but based on software of ICT implementation. The research type is quasi-experimental and descriptive, through which a documentary review of psychological theories and apps were made with relevance for this purpose. As a result, a specialized program to stimulate attention, with a complete file containing the theoretical directives of the program and its respective protocol program was obtained. It is concluded that the use of ICT to stimulate selective and sustained attention in children of this age, can generate many benefits for being interactive and innovative, contributing to the motivation of preschool, while it enhances mental abilities and improves their attentional levels.

Influences of comprehensive nursing intervention on the caregivers of severely burned children

Objective: To explore the influences of comprehensive nursing intervention on the caregivers of severely burned children. Methods: Eighty severely burned children, admitted to our department from November 2016 to November 2017 and conforming to the study criteria, were included in this study. They were divided into comprehensive group and control group according to the random number table, with 40 children in each group. One caregiver for each child was included in the same group. Children and caregivers in control group had routine nursing care while children and caregivers in comprehensive group had comprehensive nursing care on the base of routine nursing care, including comprehensive psychological nursing of children and caregivers, guidance of rehabilitation for caregivers throughout the entire recovery process, individualized propaganda and education for caregivers on account of disease of children, perfecting social support system, sustained attention of children during follow-up. Anxiety self-rating scale and social support rating scale were used to assess the levels of anxiety and social support of caregivers of children in the two groups at the time of admission (before intervention) and the second month after discharge (the third time follow-up, after intervention). On the day of discharge, the nursing service satisfaction questionnaire of our department was used to evaluate the nursing service satisfaction of caregivers of children. Data were processed with chi-square test and independent sample t test. Results: (1) Before intervention, the anxiety and social support scores of caregivers of children in control group were respectively (64.5±3.8) and (40.4±2.5) points, similar to (63.5±4.9) and (40.5±2.6) points in comprehensive group (t=0.988, 0.177, P>0.05). After intervention, the anxiety score [(47.2±1.9) points] of caregivers of children in comprehensive group was significantly lower than that of control group [(57.6±4.3) points, t=13.917, P<0.01], and the social support score [(45.3±1.9) points] was significantly higher than (35.9±2.1) points in control group (t=-21.282, P<0.01). After intervention, scores of objective support, subjective support, and social support utilization in the social support evaluation rating of caregivers of children in comprehensive group were significantly higher than those in control group (t=12.678, -11.079, -10.031, P<0.01). (2) At the time of discharge, scores of clinical care, propaganda and education content and form in the nursing service satisfaction questionnaire of caregivers of children in comprehensive group were significantly higher than those of control group (t=-14.757, -15.627, -33.221, P<0.01). Conclusions: Comprehensive nursing intervention method can effectively reduce the anxiety of the caregivers of severely burned children, help them to make better use of social support system, and improve the satisfaction of caregivers in nursing services.