Hospital-Based Modified Cogmed Working Memory Training for Youth With ADHD

Area of Science:

• Neuroscience
• Child Psychology
• Clinical Psychology

Background:

• Attention-deficit/hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder characterized by inattention and hyperactivity.
• Working memory deficits are common in ADHD, impacting academic and daily functioning.
• Cognitive training programs, such as Cogmed, are explored as potential interventions for ADHD.

Purpose of the Study:

• To evaluate a modified Cogmed working memory training program (MCT) for youth diagnosed with ADHD.
• To assess the impact of MCT on working memory, academic performance, ADHD symptoms, executive functions, and self-concept.

Main Methods:

• A randomized controlled trial involving 40 youth with ADHD.
• Participants were assigned to either modified Cogmed training (MCT) or treatment as usual (CON).
• MCT involved 10 weeks of 3 weekly 35-minute sessions with a dedicated coach, with assessments at baseline, post-intervention, and 3-month follow-up.

Main Results:

• After controlling for baseline, no significant differences were found between groups in working memory, academics, or ADHD symptoms.
• Parents and teachers rated the MCT group as having fewer executive function challenges.
• Youth in the MCT group reported a better self-concept compared to the control group.

Conclusions:

• Modified Cogmed training (MCT) demonstrated some improvements in executive function and self-concept for ADHD youth, independent of working memory capacity.
• The findings suggest that benefits may stem from factors beyond working memory enhancement, such as adherence and therapeutic alliance.
• The study raises questions about Cogmed's direct efficacy for working memory in ADHD while emphasizing the importance of program engagement and support.