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Computerized training of working memory in children with ADHD--a randomized, controlled trial
Torkel Klingberg1, Elisabeth Fernell, Pernille J Olesen
1Unit of Neuropediatrics, Department Women and Children's Health, Karolinska Institute, 17176 Stockholm, Sweden. torkel.klingberg@kbh.ki.se
Journal of the American Academy of Child and Adolescent Psychiatry
|February 4, 2005
Summary
Computerized working memory (WM) training improved executive functions in children with ADHD. This intervention also reduced ADHD symptoms like inattention and hyperactivity, showing lasting effects at follow-up.
Area of Science:
- Neuroscience
- Child Psychology
- Cognitive Science
Background:
- Executive functioning, particularly working memory (WM), is often impaired in children with Attention-Deficit/Hyperactivity Disorder (ADHD).
- Investigating targeted interventions for WM deficits is crucial for managing ADHD symptoms.
Purpose of the Study:
- To evaluate the efficacy of a computerized, systematic working memory (WM) training program in improving WM and related cognitive functions in children with ADHD.
- To assess the impact of WM training on ADHD symptom severity as reported by parents.
Main Methods:
- A multicenter, randomized, controlled, double-blind trial was conducted with 53 children (aged 7-12) diagnosed with ADHD, who were not on stimulant medication.
- Participants were assigned to either a WM training program or a control program, with 44 completing the training and 42 assessed at a 3-month follow-up.
- The primary outcome measure was the span-board task (visuospatial WM), with secondary measures including verbal WM, response inhibition, and complex reasoning.
Main Results:
- Significant improvements were observed in the span-board task (visuospatial WM) post-intervention and at follow-up.
- The training also led to significant improvements in verbal WM, response inhibition, and complex reasoning.
- Parents reported significant reductions in both inattentive and hyperactive/impulsive ADHD symptoms following the intervention and at follow-up.
Conclusions:
- Computerized working memory (WM) training is effective in enhancing WM capacity in children with ADHD.
- This WM training intervention also positively impacts other executive functions, including response inhibition and reasoning.
- The training program resulted in a notable decrease in parent-rated symptoms of inattention and hyperactivity/impulsivity in children with ADHD.