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Related Concept Videos

Attention-Deficit/Hyperactivity Disorder01:30

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Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Executive Function Training for Preschool Children With ADHD: A Randomized Controlled Trial.

Lan Shuai1,2, Yuanyuan Wang3, Wei Li1

  • 1Xinhua Hospital Affiliated to Shanghai Jiao Tong University School of Medicine, China.

Journal of Attention Disorders
|September 23, 2020
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Summary

Executive function training (EFT) is feasible and acceptable for preschool children with ADHD. This intervention showed potential in reducing ADHD symptoms and improving visual-motor precision.

Keywords:
ADHDRCTexecutive functionnonpharmacological interventionpreschool

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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.