Effects of Computerized Progressive Attention Training Vs. Executive Functions Training in Children with ADHD
Abstract
The goal of this clinical trial was to compare the effectiveness of two computerized neurocognitive training programs for children with Attention Deficit/Hyperactivity Disorder (ADHD) and to examine their impact on attention functions, executive functions, academic performance, and behavior. The main questions this study sought to answer were:
How does Attention Functions Training (AFT) compare to Executive Functions Training (EFT) in improving cognitive abilities related to attention and executive functions in children with ADHD? What are the effects of these programs on academic performance and behavior? Researchers compared the outcomes of the AFT group, the EFT group, and a passive control group, in order to determine which program was more effective across these domains.
Participants completed computerized training sessions focused on attention or executive functions twice a week for nine weeks. They also underwent cognitive, academic, and behavioral assessments at baseline, after the training, and at follow-up.
Conditions: Attention Deficit Hyperactivity Disorder.
Primary outcome: sustained attention; sustained attention; selective-spatial attention; executive attention - conflict resolution; problem solving; auditory working memory capacity; manipulation verbal information; visuospatial working memory capacity; Fluid Intelligence; Arithmetic; Text Reading; Writing from Dictation; Behavioral, Emotional and Social Performance.
Enrollment: 80 participants.
How strong is the evidence?
Evidence Hub reads this as a clinical trial, done in people. Its evidence level is 3 of 5 (Moderate · trial / cohort / secondary analysis). Trials without a large randomized design, cohorts and secondary analyses give moderate evidence. Reported size: 80 participants or records.
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