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Effect of Cognitive Training Programs Based on Computer Systems on Executive Functions in Children With ADHD: A
Carolina Robledo-Castro1,2, Piedad Rocio Lerma-Castaño2,3, Gisella Bonilla-Santos3,4
1Universidad del Tolima, Ibagué, Colombia.
Journal of Attention Disorders
|July 21, 2023
Summary
Computerized cognitive training shows mixed results for children with attention-deficit/hyperactivity disorder (ADHD). While some studies report improvements in executive functions like working memory and attention, others show no significant effects, indicating inconsistent benefits.
Area of Science:
- Neuroscience
- Developmental Psychology
- Clinical Psychology
Background:
- Attention-deficit/hyperactivity disorder (ADHD) often involves executive function deficits.
- Computerized cognitive training (CCT) is explored as a potential intervention for ADHD-related executive dysfunction.
Approach:
- A systematic review was conducted following PRISMA guidelines.
- Five electronic databases were searched to identify relevant studies.
- Twenty articles meeting eligibility criteria were analyzed for training characteristics and effects on executive functions.
Key Points:
- Results were heterogeneous, influenced by diverse training programs and measurement tools.
- Working memory and inhibitory control were the most frequently studied executive functions.
- Some studies indicated significant improvements in working memory, attention, and inhibitory control, while others did not.
Conclusions:
- Evidence for the general benefits of CCT on executive functions in children with ADHD is inconsistent.
- High diversity in measurement instruments and significant risks of bias were noted across studies.
- Further research with standardized methodologies is needed to confirm the efficacy of CCT for ADHD.
Keywords:
childhoodcognitive stimulationcomputerized cognitive trainingexecutive functionssystematic reviewMore Related Videos
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