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Neurocognitive training for children with and without AD/HD.
Stuart J Johnstone1, Steven Roodenrys, Russell Blackman
1School of Psychology, University of Wollongong, Wollongong, NSW 2522, Australia. sjohnsto@uow.edu.au
Attention Deficit and Hyperactivity Disorders
|December 20, 2011
Summary
Computerized cognitive training improved behavior in children with and without ADHD. This training targeted working memory and inhibitory control, showing lasting positive effects on behavior and cognitive tasks.
Area of Science:
- Neuroscience
- Developmental Psychology
- Cognitive Psychology
Background:
- Computerized cognitive training shows promise for improving executive functions in children with Attention-Deficit/Hyperactivity Disorder (ADHD).
- Combined training of working memory (WM) and inhibitory control (IC) may offer synergistic benefits.
- The role of passive attention monitoring during training is not well understood.
Purpose of the Study:
- To investigate the efficacy of combined WM/IC training for children with and without ADHD.
- To compare training with and without passive attention monitoring (EEG).
- To assess the impact on overt behavior, cognitive performance, and EEG activity.
Main Methods:
- Randomized waitlist control design with 128 children (60 with ADHD, 68 without).
- Three groups: waitlist, WM/IC training with EEG attention monitoring, WM/IC training without monitoring.
- 25 home-based training sessions over 4-5 weeks, with pre/post assessments.
Main Results:
- Children with ADHD showed significant behavioral improvements in both training groups compared to the waitlist.
- Improvements were observed in spatial working memory, attention, and inhibitory control for children with ADHD.
- Behavioral improvements were also noted in children without ADHD and were maintained for 6 weeks post-training.
Conclusions:
- Combined WM/IC training effectively improves behavioral control in children with and without ADHD.
- Passive attention monitoring via EEG had minimal impact on training outcomes.
- The benefits of cognitive training are sustained over time, suggesting potential for long-term behavioral change.
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