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Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

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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
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
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Related Experiment Video

Updated: Jun 4, 2025

Using Brain Activation nir-HEG/Q-EEG and Execution Measures CPTs in a ADHD Assessment Protocol
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Computerised Attention Functions Training Versus Computerised Executive Functions Training for Children with

Inbar Lucia Trinczer1,2, Lilach Shalev1,2

  • 1Attention Lab, School of Education, Tel-Aviv University, Tel Aviv 67017, Israel.

Journal of Clinical Medicine
|December 17, 2024
PubMed
Summary
This summary is machine-generated.

Attention functions training (AFT) improved attention, reasoning, and behavior in children with ADHD. Executive functions training (EFT) showed fewer benefits, highlighting AFT

Keywords:
ADHDactive and passive controlattentionchildrencognitive trainingexecutive functionsfollow-upgroup-based interventionsmall group

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Cognitive Psychology

Background:

  • Attention deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder.
  • Current ADHD treatments manage symptoms but not core cognitive deficits.
  • Investigating computerised neurocognitive training for ADHD is crucial.

Purpose of the Study:

  • To evaluate the efficacy of Attention Functions Training (AFT) and Executive Functions Training (EFT) in children with ADHD.
  • To assess the impact of these interventions on attention, executive functions, and related cognitive/behavioral measures.
  • To determine the durability of training effects through follow-up assessments.

Main Methods:

  • Eighty children (8-13 years) with ADHD were randomized into AFT, EFT, or control groups.
  • Training involved small group sessions twice weekly for nine weeks.
  • Comprehensive assessments included attention, executive functions, nonverbal reasoning, behavior, and arithmetic.

Main Results:

  • AFT group showed significant improvements in sustained/selective-spatial attention, nonverbal reasoning, inattentive symptoms, and arithmetic.
  • EFT group demonstrated gains in nonverbal reasoning and inattentive symptoms.
  • AFT benefits were largely maintained at follow-up; EFT showed limited executive function gains.

Conclusions:

  • Attention Functions Training (AFT) offers robust cognitive and behavioral benefits for ADHD.
  • Executive Functions Training (EFT) provided behavioral benefits with limited executive function improvement.
  • Theory-driven neurocognitive training targeting core functions is a promising intervention for ADHD.