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 ) .
A randomized clinical trial of Cogmed Working Memory Training in school-age children with ADHD: a replication in a diverse sample using a control condition.
BACKGROUND Cogmed Working Memory Training ( CWMT ) has received considerable attention as a promising intervention for the treatment of Attention-Deficit/Hyperactivity Disorder ( ADHD ) in children . At the same time , method ological weaknesses in previous clinical trials call into question reported efficacy of CWMT . In particular , lack of equivalence in key aspects of CWMT ( i.e. , contingent reinforcement , time-on-task with computer training , parent-child interactions , supportive coaching ) between CWMT and placebo versions of CWMT used in previous trials may account for the beneficial outcomes favoring CWMT . METHODS Eighty-five 7- to 11-year old school-age children with ADHD ( 66 male ; 78 % ) were r and omized to either st and ard CWMT ( CWMT Active ) or a well-controlled CWMT placebo condition ( CWMT Placebo ) and evaluated before and 3 weeks after treatment . Dependent measures included parent and teacher ratings of ADHD symptoms ; objective measures of attention , activity level , and impulsivity ; and psychometric indices of working memory and academic achievement ( Clinical trial title : Combined cognitive remediation and behavioral intervention for the treatment of Attention-Deficit/Hyperactivity Disorder ; http:// clinical trials.gov/ct2/show/NCT01137318 ) . RESULTS CWMT Active participants demonstrated significantly greater improvements in verbal and nonverbal working memory storage , but evidence d no discernible gains in working memory storage plus processing/manipulation . In addition , no treatment group differences were observed for any other outcome measures . CONCLUSIONS When a more rigorous comparison condition is utilized , CWMT demonstrates effects on certain aspects of working memory in children with ADHD ; however , CWMT does not appear to foster treatment generalization to other domains of functioning . As such , CWMT should not be considered a viable treatment for children with ADHD
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 ) .