Executive Function Training for Preschool Children With ADHD: A Randomized Controlled Trial

Area of Science:

• Pediatric Psychology
• Neurodevelopmental Disorders
• Child Psychiatry

Background:

• Attention-Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder in preschool children.
• Executive functions (EF) are crucial for cognitive and behavioral regulation, and are often impaired in children with ADHD.
• Early intervention for ADHD and EF deficits is essential for improving long-term outcomes.

Purpose of the Study:

• To evaluate the efficacy, feasibility, and acceptability of an 8-week Executive Function Training program (EFT-P) for preschool children diagnosed with ADHD.
• To assess the impact of EFT-P on ADHD symptoms and various executive function domains.

Main Methods:

• A randomized controlled trial with a single-blinded design was conducted over 8 weeks.
• 96 children aged 4-5 years with ADHD were randomized into an intervention group (EFT-P) or a waitlist control group.
• Neuropsychological tests (NEPSY-II) and parent-reported measures (BRIEF-P) were used for evaluations.

Main Results:

• The EFT-P program demonstrated high feasibility and acceptability, with a 93% retention rate.
• Significant improvements were observed in visual-motor precision (p=.024), ADHD diagnostic state (p=.01), and oppositional defiant symptoms (p=.023) post-intervention.
• No significant improvements were found in overall ADHD symptoms or other executive function evaluations.

Conclusions:

• Executive Function Training (EFT) is a feasible and acceptable intervention for preschool children with ADHD.
• EFT shows potential for reducing specific ADHD-related symptoms and enhancing visual-motor precision.
• Further research with extended program duration and increased parent/therapist involvement is recommended to improve overall effectiveness.