[Computerized cognitive training as a treatment for ADHD: evidence summary and future directions]

Area of Science:

• Neuroscience
• Psychiatry
• Cognitive Psychology

Background:

• Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder linked to neuropsychological deficits.
• These deficits are potential mediators between ADHD etiology and its clinical presentation.
• Computerized cognitive training (CCT) has emerged as a potential intervention targeting these deficits.

Purpose of the Study:

• To evaluate the efficacy of computerized cognitive training (CCT) as a treatment for attention-deficit/hyperactivity disorder (ADHD).
• To assess the extent of symptom improvement and generalization of effects in individuals with ADHD undergoing CCT.

Main Methods:

• Review of current rigorous and reliable evidence on CCT for ADHD.
• Analysis of studies examining the effects of CCT on core ADHD symptoms and functional skills.
• Assessment of CCT's potential as a standalone or alternative treatment.

Main Results:

• Current evidence indicates CCT lacks sufficient empirical support as a standalone or alternative ADHD treatment.
• Observed effects of CCT on core ADHD symptoms are modest and limited.
• Minimal transfer or generalization of CCT effects to other contexts or functional skills was noted.

Conclusions:

• Computerized cognitive training (CCT) in its current form is not recommended as a primary or standalone treatment for ADHD.
• The complexity of ADHD suggests that highly specific interventions like CCT may be insufficient.
• Further research is required to explore CCT's added benefits when integrated with existing, comprehensive interventions for ADHD.