Computerised Attention Functions Training Versus Computerised Executive Functions Training for Children with...

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.