The results revealed that findings are becoming increasingly nuanced with variations in levels of evidence related to ages of the children and characteristics of the specific treatment .
In addition , we focused our critique on generalization of treatment effects across setting s and time and on sample diversity ( with regard to ethnicity and levels of parent education ) in relation to the population .
Children of parents with higher levels of education than average appear to be overrepresented in the literature .
The purpose of this research was to up date the series of articles on evidence -based treatment for children and adolescents with attention deficit/hyperactivity disorder that have appeared in this journal ( Evans , Owens & Bunford , 2014 ; Pelham & Fabiano , 2008 ; Pelham , Wheeler , & Chronis , 1998 ) .
Improving Executive Functioning in Children with ADHD: Training Multiple Executive Functions within the Context of a Computer Game. A Randomized Double-Blind Placebo Controlled Trial
Introduction Executive functions ( EFs ) training interventions aim ed at ADHD-symptom reduction have yielded mixed results . Generally , these interventions focus on training a single cognitive domain ( e.g. , working memory [ WM ] , inhibition , or cognitive-flexibility ) . However , evidence suggests that most children with ADHD show deficits on multiple EFs , and that these EFs are largely related to different brain regions . Therefore , training multiple EFs might be a potentially more effective strategy to reduce EF-related ADHD symptoms . Methods Eighty-nine children with a clinical diagnosis of ADHD ( aged 8–12 ) were r and omized to either a full-active-condition where visuospatial WM , inhibition and cognitive-flexibility were trained , a partially-active-condition where inhibition and cognitive-flexibility were trained and the WM-training task was presented in placebo-mode , or to a full placebo-condition . Short-term and long-term ( 3-months ) effects of this gamified , 25-session , home-based computer-training were evaluated on multiple outcome domains . Results During training compliance was high ( only 3 % failed to meet compliance criteria ) . After training , only children in the full-active condition showed improvement on measures of visuospatial short-term-memory ( STM ) and WM . Inhibitory performance and interference control only improved in the full-active- and the partially-active condition . No Treatment-condition x Time interactions were found for cognitive-flexibility , verbal WM , complex-reasoning , nor for any parent- , teacher- , or child-rated ADHD behaviors , EF-behaviors , motivational behaviors , or general problem behaviors . Nonetheless , almost all measures showed main Time-effects , including the teacher-ratings . Conclusions Improvements on inhibition and visuospatial STM and WM were specifically related to the type of treatment received . However , transfer to untrained EFs and behaviors was mostly nonspecific ( i.e. , only interference control improved exclusively in the two EF training conditions ) . As such , in this multiple EF-training , mainly nonspecific treatment factors – as opposed to the specific effects of training EFs — seem related to far transfer effects found on EF and behavior . Trial Registration trialregister.nl NTR2728 . Registry name : improving executive functioning in children with ADHD : training executive functions within the context of a computer game ; registry number : NTR2728
The results revealed that findings are becoming increasingly nuanced with variations in levels of evidence related to ages of the children and characteristics of the specific treatment .
In addition , we focused our critique on generalization of treatment effects across setting s and time and on sample diversity ( with regard to ethnicity and levels of parent education ) in relation to the population .
Children of parents with higher levels of education than average appear to be overrepresented in the literature .
The purpose of this research was to up date the series of articles on evidence -based treatment for children and adolescents with attention deficit/hyperactivity disorder that have appeared in this journal ( Evans , Owens & Bunford , 2014 ; Pelham & Fabiano , 2008 ; Pelham , Wheeler , & Chronis , 1998 ) .