Abstract
This study assessed the efficacy of a 5-week, intensive working memory training program for 52 children and adolescents (ages 7–17) who had Attention-Deficit/Hyperactivity Disorder (ADHD) and other comorbid diagnoses. This study provided a treatment replication since the waitlist control group also completed training and was included in the follow-up data analyses. Parents and teachers completed paper-and-pencil measures of working memory, executive functioning, and ADHD symptoms at baseline, posttreatment, and 4-month follow-up. Parent ratings indicated that participants improved on inattention, overall number of ADHD symptoms, initiation, planning/organization, and working memory. Teacher ratings approached significance at posttreatment and at 4-month follow-up on and Initiate scale. Working memory training appears promising as an intervention in improving executive functioning and ADHD symptoms.
Notes
1The working memory training program used was Cogmed RM developed by Cogmed America Inc.
Note: The F and p values that are reported are for the group (experimental vs. control) by time (baseline vs. posttreatment) interaction. ADHD = Attention-Deficit/Hyperactivity Disorder; DSM–IV = Diagnostic and Statistical Manual of Mental Disorders (4th ed., text revision, APA, 2000).
a n = 27 for the experimental group.
b n = 24 for the control group.
*p < .05. **familywise alpha <.10.
Note: The F and p values that are reported are for the group (experimental vs. control) by time (baseline vs. posttreatment) interaction. BRIEF = Behavior Rating Inventory of Executive Function.
a n = 27 for the experimental group.
b n = 24 for the control group.
*p < .05. **familywise alpha <.10.
Note: ADHD = Attention-Deficit/Hyperactivity Disorder; DSM–IV = Diagnostic and Statistical Manual of Mental Disorders (4th ed., text revision, APA, 2000).
a n = 20.
b n = 22.
*p < .05. **familywise alpha < .10.
Note: BRIEF = Behavior Rating Inventory of Executive Function.
a n = 20.
b n = 22.
*p < .05. **familywise alpha <.10.
Note: The teacher follow-up only includes participants in the experimental group, because summer vacation occurred before the control group follow-up data collection. ADHD = Attention-Deficit/Hyperactivity Disorder; DSM–IV = Diagnostic and Statistical Manual of Mental Disorders (4th ed., text revision, APA, 2000).
a n = 32.
b n = 23.
*p < .05. **familywise alpha <.10.
Note: The teacher follow-up only includes participants in the experimental group because summer vacation occurred before the control group follow-up data collection. BRIEF = Behavior Rating Inventory of Executive Function.
a n = 32.
b n = 23.
*p < .05. **familywise alpha <.10.