Attention-memory training yields behavioral and academic improvements in children diagnosed with attention-deficit hyperactivity disorder comorbid with a learning disorder

Attention-memory training yields behavioral and academic improvements in children diagnosed with attention-deficit hyperactivity disorder comorbid with a learning disorder

Recent studies have suggested that children with attention-deficit hyperactivity disorder (ADHD) may benefit from computerized cognitive training. Therapy implementation is especially complicated when ADHD is associated with learning disorders (LDs). This study tested the efficacy of a computer-base...

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Bibliographic Details
Published in:Neuropsychiatric disease and treatment Vol. 13; pp. 1761 - 1769
Main Authors: Farias, Antonio Carlos, Cordeiro, Mara L, Felden, Erico Pg, Bara, Tiago S, Benko, Cássia R, Coutinho, Daniele, Martins, Leandra F, Ferreira, Rosilda Tc, McCracken, James T
Format: Journal Article
Language:English
Published: New Zealand Dove Medical Press Limited 01-01-2017
Taylor & Francis Ltd
Dove Medical Press
Subjects:
Academic achievement
Academic failure
ADHD
Anosognosia
Attention deficit hyperactivity disorder
attention training
Behavior modification
Brain research
Care and treatment
Child & adolescent psychiatry
Children & youth
Cognition & reasoning
Comorbidity
computerized attention training
Diagnosis
Evidence-based medicine
Executive function
Families & family life
Health aspects
Hyperactivity
learning disorders
medication
Memory
Mental disorders
Original Research
Research centers
Social workers
Systematic review
Brazil
United States > US
attention-deficit hyperactivity disorder
attention training
executive functioning
computerized assessments
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Summary:Recent studies have suggested that children with attention-deficit hyperactivity disorder (ADHD) may benefit from computerized cognitive training. Therapy implementation is especially complicated when ADHD is associated with learning disorders (LDs). This study tested the efficacy of a computer-based cognitive training program, namely, computerized cognitive training (CCT), in children with ADHD comorbid with an LD (ADHD-LD), with or without psychostimulant medication. After diagnostic evaluations, 27 children with ADHD-LD (8 unmedicated and 19 medicated) participated in CCT, which is intended to improve attention, memory, reasoning, visual processing, and executive functioning. The participants completed 24 1-hour sessions over 3 months. Neuropsychometric and standardized academic test results before and after training were compared to assess treatment efficacy. Shapiro-Wilk normality tests were applied, and subsequent Wilcoxon tests were used to identify significant differences in pre-versus post-training performance. After CAT, children diagnosed with ADHD-LD showed 1) improvements in trained skills, measured directly within the software and indirectly by external psychometric tests; 2) improvements in attention, memory, and some executive functioning; 3) improvements in academic performance, particularly in mathematics; and 4) reductions in maladaptive behavioral features. The present findings suggest that cognitive training programs should be explored further as potential adjunctive therapies to improve outcomes in children with ADHD-LD.
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ISSN:1176-6328
1178-2021
1178-2021
DOI:10.2147/NDT.S136663