Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes

    Authors

    M. D. Rapport; S. A. Orban; M. J. Kofler;L. M. Friedman

    Comments

    Authors: contact us about adding a copy of your work at [email protected]

    Abbreviated Journal Title

    Clin. Psychol. Rev.

    Keywords

    ADHD; Facilitative intervention training (FIT); Cognitive training; Executive function; Working memory; Meta-analysis; DEFICIT/HYPERACTIVITY DISORDER ADHD; DEFICIT HYPERACTIVITY DISORDER; CONTINUOUS PERFORMANCE TESTS; RESPONSE-INHIBITION DEFICIT; LATENT; VARIABLE ANALYSIS; SCHOOL-AGED CHILDREN; SHORT-TERM-MEMORY; CONTROLLED-TRIAL; PSYCHOSOCIAL TREATMENTS; INDIVIDUAL-DIFFERENCES; Psychology, Clinical

    Abstract

    Children with ADHD are characterized frequently as possessing underdeveloped executive functions and sustained attentional abilities, and recent commercial claims suggest that computer-based cognitive training can remediate these impairments and provide significant and lasting improvement in their attention, impulse control, social functioning, academic performance, and complex reasoning skills. The present review critically evaluates these claims through meta-analysis of 25 studies of facilitative intervention training (i.e., cognitive training) for children with ADHD. Random effects models corrected for publication bias and sampling error revealed that studies training short-term memory alone resulted in moderate magnitude improvements in short-term memory (d = 0.63), whereas training attention did not significantly improve attention and training mixed executive functions did not significantly improve the targeted executive functions (both nonsignificant: 95% confidence intervals include 0.0). Far transfer effects of cognitive training on academic functioning, blinded ratings of behavior (both nonsignificant), and cognitive tests (d = 0.14) were nonsignificant or negligible. Unblinded raters (d = 0.48) reported significantly larger benefits relative to blinded raters and objective tests (both p<.05), indicating the likelihood of Hawthorne effects. Critical examination of training targets revealed incongruence with empirical evidence regarding the specific executive functions that are (a) most impaired in ADHD, and (b) functionally related to the behavioral and academic outcomes these training programs are intended to ameliorate. Collectively, meta-analytic results indicate that claims regarding the academic, behavioral, and cognitive benefits associated with extant cognitive training programs are unsupported in ADHD. The methodological limitations of the current evidence base, however, leave open the possibility that cognitive training techniques designed to improve empirically documented executive function deficits may benefit children with ADHD. (C) 2013 Elsevier Ltd. All rights reserved.

    Journal Title

    Clinical Psychology Review

    Volume

    33

    Issue/Number

    8

    Publication Date

    1-1-2013

    Document Type

    Review

    Language

    English

    First Page

    1237

    Last Page

    1252

    WOS Identifier

    WOS:000328440000025

    ISSN

    0272-7358

    Share

    COinS
     

    Accessibility Statement

    This item was created or digitized prior to April 24, 2027, or is a reproduction of legacy media created before that date. It is preserved in its original, unmodified state specifically for research, reference, or historical recordkeeping. In accordance with the ADA Title II Final Rule, the University Libraries provides accessible versions of archival materials upon request. To request an accommodation for this item, please submit an accessibility request form.