2,312
Views
10
CrossRef citations to date
0
Altmetric
Review

The Efficacy of Cognitive Videogame Training for ADHD and What FDA Clearance Means for Clinicians

ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon show all

References

  • Abikoff, H., Gallagher, R., Wells, K. C., Murray, D. W., Huang, L., Lu, F., & Petkova, E. (2013). Remediating organizational functioning in children with ADHD: Immediate and long-term effects from a randomized controlled trial. Journal of Consulting and Clinical Psychology, 81(1), 113–128. https://doi.org/10/1037/a0029648
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Author.
  • Arnold, L. E., Hurt, E., Mayes, T., & Lofthouse, N. (2011). Ingestible alternative and complementary treatments for attention-deficit/hyperactivity disorder. In S. W. Evans & B. Hoza (Eds.), Treating attention-deficit disorder (pp. 14.1– 14.20). Civic Research Institute.
  • Atkins, D. C., Bedics, J. D., McGlinchey, J. B., & Beauchaine, T. P. (2005). Assessing clinical significance: Does it matter which method we use? Journal of Consulting and Clinical Psychology, 73(5), 982–989. https://doi.org/10.1037/0022-006X.73.5.982
  • Bago, B., Rand, D. G., & Pennycock, G. (2020). Fake news, fast and slow: Deliberation reduces belief in false (but not true) news headlines. Journal of Experimental Psychology: General, 149(8), 1608–1613. https://doi.org/10.1037/xge0000729
  • Barbaresi, W. J., Campbell, L., Diekroger, E. A., Froehlich, T. E., Liu, Y. H., O’Malley, E., Pelham, W. E., Power, T. J., Zinner, S. H., & Chan, E. (2020). Society for developmental and behavioral pediatrics clinical practice guideline for the assessment and treatment of children and adolescents with complex attention-deficit/hyperactivity disorder. Journal of Developmental & Behavioral Pediatrics, 41(2), S35–S57. https://doi.org/10.1097/DBP.0000000000000770
  • Beauchaine, T. P., Zisner, A., & Sauder, C. L. (2017). Trait impulsivity and the externalizing spectrum. Annual Review of Clinical Psychology, 13(1), 343–368. https://doi.org/10.1146/annurev-clinpsy-021815-093253
  • Bediou, B., Adams, D. M., Mayer, R. E., Tipton, E., Green, C. S., & Bavelier, D. (2018). Meta-analysis of action video game impact on perceptual, attentional, and cognitive skills. Psychological Bulletin, 144(1), 77–110. https://doi.org/10.1037/bul0000130
  • Börger, N., van Der Meere, J., Ronner, A., Alberts, E., Geuze, R., & Bogte, H. (1999). Heart rate variability and sustained attention in ADHD children. Journal of Abnormal Child Psychology, 27, 25–33.
  • Chacko, A., Feirsen, N., Bedard, A.-C., Marks, D., Uderman, J. Z., & Chimiklis, A. (2013). Cogmed working memory training for youth with ADHD: A closer examination of efficacy utilizing evidence-based criteria. Journal of Clinical Child & Adolescent Psychology, 42(6), 769–783. https://doi.org/10.1080/15374416.2013.787622
  • Chacko, A., Kofler, M., & Jarrett, M. (2014). Improving outcomes for youth with ADHD: A conceptual framework for combined neurocognitive and skills-based treatment approaches. Clinical Child and Family Psychology Review, 17(4), 368–384. https://doi.org/10.1007/s10567-014-0171-5
  • Cohen, J. (1992). Statistical power analysis. Current Directions in Psychological Science, 1(3), 98–101. https://doi.org/10.1111/1467-8721.ep10768783
  • Cookson, C. (2014, October 26). The silver economy: Brain training fired up by hard evidence. Financial Times. The Financial Times are published by Nikkei Inc. https://www.ft.com/content/c6028b80-3385-11e4-ba62-00144feabdc0
  • Cortese, S., Ferrin, M., Brandeis, D., Buitelaar, J., Daley, D., Dittman, R. W., Holtmann, M., Santosh, P., Stevenson, J., Stringaris, A., Zuddas, A., & Sonuga-Barke, E. J., & The European ADHD Guidelines Group. (2015). Cognitive training for attention-deficit hyperactivity disorder: Meta-analysis of clinical and neuropsychological outcomes from randomized controlled trials. Journal of the American Academy of Child and Adolescent Psychiatry, 54(3), 164–174. http://dx.doi.org/10.1016/j.jaac.2014.12.010
  • de la Peña, I. C., Pan, M. C., Thai, C. G., & Alisso, T. (2020). ADHD predominantly inattentive subtype/presentation: Research progress and translational studies. Brain Sciences, 10(5), 292. https://doi.org/10.3390/brainsci10050292
  • Diamond, A. (2005). Attention deficit disorder (ADHD without hyperactivity): A neurobiologically and behaviorally distinct disorder from ADHD (with hyperactivity). Development and Psychopathology, 17(3), 807–825. https://doi.org/10.1017/S0954579405050388
  • DuPaul, G. J., Power, T. J., Anastopoulos, A. D., & Reid, R. (2016). ADHD rating scale-5 for children and adolescents: Checklists, norms, and clinical interpretation. Guilford Publications.
  • Edwards, J. D., Fausto, B. A., Tetlow, A. M., Corona, R. T., & Valdes, E. G. (2018). Systematic review and meta-analysis of useful field of view cognitive trainingSystematic review and meta-analysis of useful field of view cognitive training. Neuroscience and Biobehavioral Reviews, 84, 72–91. https://doi.org/10.1016/j.neubiorev.2017.11.004
  • Evans, S. W., Langberg, J. M., Schultz, B. K., Vaughn, A., Altaye, M., Marshall, S. A., & Zoromski, A. K. (2016). Evaluation of a school-based treatment program for young adolescents with ADHD. Journal of Consulting and Clinical Psychology, 84(1), 15–30. https://doi.org/10.1037/ccp0000057
  • Evans, S. W., Owens, J. S., Wymbs, B. T., & Ray, A. R. (2018). Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 47(2), 157–198. https://doi.org/10.1080/15374416.2017.1390757
  • Fabiano, G. A., Pelham, J. W. E., Waschbusch, D. A., Gnagy, E. M., Lahey, B. B., Chronis, A. M., Onyango, A. N., Kipp, H., Lopez-Williams, A., & Burrows-MacLean, L. (2006). A practical measure of impairment: Psychometric properties of the impairment rating scale in samples of children with ADHD and two school-based samples. Journal of Clinical Child and Adolescent Psychology, 35(3), 369–385. https://doi.org/10.1207/s15374424jccp3503_3
  • Fabiano, G. A., & Pyle, K. (2019). Best practices in school mental health for attention-deficit/hyperactivity disorder: A framework for intervention. School Mental Health, 11(1), 72–91. https://doi.org/10.1007/s12310-018-9267-2
  • Fabiano, G. A., Schatz, N. K., Aloe, A. M., Chacko, A., & Chronis-Tuscano, A. (2015). A systematic review of meta-analyses of psychosocial treatment for attention-deficit/hyperactivity disorder. Clinical Child and Family Psychology Review, 18(1), 77–97. https://doi.org/10.1007/s10567-015-0178-6
  • Fair, D. A., Nigg, J. T., Iyer, S., Bathula, D., Mlls, K. L., Dosenbach, N. U. F., & Milham, M. P. (2013). Distinct neural signatures detected for ADHD subtypes after controlling for mico-movements in resting state functional connectivity MRI data. Frontiers in Systems Neuroscience, 6, 80. https://doi.org/10.3389/fnsys.2012.00080
  • Ferrero, M., Hardwicke, T. E., Konstantinidis, E., & Vadillo, M. A. (2020). The effectiveness of refutation texts to correct misconceptions among educators. Journal of Experimental Psychology: Applied, 26(3), 411–421. https://doi.org/10.1037/xap0000258
  • Food and Drug Administration. (2019). Factors to consider when making benefit-risk determinations in medical device premarket approval and de novo classifications: Guidance for industry and food and drug administration staff center for devices and radiological health. Food and Drug Administration. Retrieved October 19, 2020, from https://www.fda.gov/regulatory-information/search-fda-guidance-documents/factors-consider-when-making-benefit-risk-determinations-medical-device-premarket-approval-and-de.
  • Food and Drug Administration. (2020). FDA permits marketing of first game-based digital therapeutic to improve attention function in children with ADHD. Food and Drug Administration. Retrieved October 19, 2020, from https://www.fda.gov/news-events/press-announcements/fda-permits-marketing-first-game-based-digital-therapeutic-improve-attention-function-children-adhd.
  • Fosco, W. D., Sarver, D. E., Kofler, M. J., & Aduen, P. A. (2018). Parent and child neurocognitive functioning predicts response to behavioral parent training for youth with ADHD. Attention Deficit and Hyperactivity Disorders, 10(4), 285–295. https://doi.org/10.1007/s12402-018-0259-8
  • Green, C. S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature, 423(6939), 534–537. https://doi.org/10.1038/nature01647
  • Huang‐Pollock, C. L., Nigg, J. T., & Carr, T. H. (2005). Deficient attention is hard to find: Applying the perceptual load model of selective attention to ADHD subtypes. Journal of Child Psychology and Psychiatry, 46(11), 1211–1218. https://doi.org/10.1111/j.1469-7610.2005.00410.x
  • Karalunas, S. L., Gustafsson, H. C., Dieckmann, N. F., Tipsord, J., Mitchell, S. H., & Nigg, J. T. (2017). Heterogeneity in development of aspects of working memory predicts longitudinal ADHD symptom change. Journal of Abnormal Psychology, 126(6), 774–792. https://doi.org/10.1037/abn0000292
  • Kazdin, A. E. (1977). Assessing the clinical or applied importance of behavior change through social validation. Behavior Modification, 1(4), 427–452. https://doi.org/10.1177/014544557714001
  • Kofler, M. J., Irwin, L. N., Soto, E. F., Groves, N. B., Harmon, S. L., & Sarver, D. E. (2019). Executive functioning heterogeneity in pediatric ADHD. Journal of Abnormal Child Psychology, 47(2), 273–286. https://doi.org/10.1007/s10802-018-0438-2
  • Kofler, M. J., Rapport, M. D., Bolden, J., Sarver, D. E., & Raiker, J. S. (2010). ADHD and working memory: The impact of central executive deficits and exceeding storage/rehearsal capacity on observed inattentive behavior. Journal of Abnormal Child Psychology, 38(2), 149–161. https://doi.org/10.1007/s10802-009-9357-6
  • Kofler, M. J., Sarver, D. E., Austin, K. E., Schaefer, H., Holland, E., Aduen, P. A., Wells, E. L., Soto, E. F., Irwin, L. N., Schatschneider, C., & Lonigan, C. J. (2018). Can working memory training work for ADHD? Development of central executive training and comparison with behavioral parent training. Journal of Consulting and Clinical Psychology, 86(12), 964–979. https://doi.org/10.1037/ccp0000308
  • Kofler, M. J., Spiegel, J. A., Austin, K. E., Irwin, L. N., Soto, E. F., & Sarver, D. E. (2018). Are episodic buffer processes intact in ADHD? Experimental evidence and linkage with hyperactive behavior. Journal of Abnormal Child Psychology, 46(6), 1171–1185. https://doi.org/10.1007/s10802-017-0346-x
  • Kofler, M. J., Wells, E. L., Singh, L. J., Soto, E. F., Irwin, L. N., Groves, N. B., Chan, E. S. M., Miller, C. E., Richmond, K. P., Schatschneider, C., & Lonigan, C. J. (2020). A randomized controlled trial of central executive training (CET) versus inhibitory control training (ICT) for ADHD. Journal of Consulting and Clinical Psychology, 88(8), 738–756. https://doi.org/10.1037/ccp0000550
  • Kollins, S. H., DeLoss, D. J., Cañadas, E., Lutz, J., Findling, R. L., Keefe, R. S. E., Epstein, J. N., Cutler, A. J., & Faraone, S. V. (2020). A novel digital intervention for actively reducing severity of paediatric ADHD (STARS-ADHD): A randomised controlled trial. Lancet Digital Health, 2(4), E168–E178. https://doi.org/10.1016/S2589-7500(20)30017-0
  • Lambert, M. J., Harmon, C., Slade, K., Whipple, J. L., & Hawkins, E. J. (2005). Providing feedback to psychotherapists on their patients’ progress: Clinical results and practice suggestions. Journal of Clinical Psychology, 61(2), 165–174. https://doi.org/10.1002/jclp.20113
  • Langberg, J. M., Dvorsky, M. R., Molitor, S. J., Bourchtein, E., Eddy, L. D., Smith, Z. R., Oddo, L. E., & Eadeh, H.-M. (2018). Overcoming the research-to-practice gap: A randomized trial with two brief homework and organization interventions for students with ADHD as implemented by school mental health providers. Journal of Consulting and Clinical Psychology, 86(1), 39–55. https://doi.org/10.1037/ccp0000265
  • Leark, R. A., Dupuy, T. R., Greenberg, L. M., Kindschi, C. L., & Hughes, S. J. (2016). TOVA professional manual: Test of variables of attention continuous performance test. The TOVA Company.
  • Lee, S. Y., Burns, G. L., Beauchaine, T. P., & Becker, S. P. (2016). Bifactor latent structure of ADHD/ODD symptoms and first-order latent structure of sluggish cognitive tempo symptoms. Psychological Assessment, 28(8), 917–928. https://doi.org/10.1037/pas0000232
  • Liu, Q., Yi, W., Rodriguez, C. A., McClure, S. M., & Turner, B. M. (2020). Frontoparietal dynamics and value accumulation in intertemporal choice. bioRxiv Preprint. https://doi.org/10.1101/2020.08.05.237578
  • Margherio, S. M., Evans, S. W., Monopoli, W. J., & Langberg, J. M. (2020). Cost-effectiveness of a training intervention for adolescents with ADHD. Manuscript under review.
  • Melby-Lervåg, M., Redick, T. S., & Hulme, C. (2016). Working memory training does not improve performance on measures of intelligence or other measures of “far transfer”: Evidence from a meta-analytic review. Perspectives on Psychological Science, 11(4), 512–534. https://doi.org/10.1177/1745691616635612
  • Molina, B. S. G., Hinshaw, S. P., Swanson, J. M., Arnold, L. E., Vitiello, B., Jensen, P. S., Epstein, J. N., Hoza, B., Hechtman, L., Abikoff, H. B., Elliott, G. R., Greenhill, L. L., Newcorn, J. H., Wells, K. C., Wigal, T., Gibbons, R. D., Hur, K., & Houck, P. R. (2009). The MTA at 8 years: Prospective follow-up of children treated for combined-type ADHD in a multisite study. Journal of the American Academy of Child & Adolescent Psychiatry, 48(5), 484–500. https://doi.org/10.1097/CHI.0b013e31819c23d0
  • Plichta, M. M., & Scheres, A. (2014). Ventral-striatal responsiveness during reward anticipation in ADHD and its relation to trait impulsivity in the healthy population: A meta-analytic review of the fMRI literature. Neuroscience and Biobehavioral Reviews, 38, 125–134. https://doi.org/10.1016/j.neubiorev.2013.07.012
  • Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2012). Sources of method bias in social science research and recommendations on how to control it. Annual Review of Psychology, 63(1), 539–569. https://doi.org/10.1146/annurev-psych-120710-100452
  • Rapport, M. D., Bolden, J., Kofler, M. J., Sarver, D. E., Raiker, J. S., & Alderson, R.M. (2009). Hyperactivity in boys with ADHD: A ubiquitous core symptom or manifestation of working memory deficits? Journal of Abnormal Child Psychology, 37, 521–534. doi:10.1007/s10802-008-9287-8
  • Rapport, M. D., Orban, S. A., Kofler, M. J., & Friedman, L. M. (2013). 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. Clinical Psychology Review, 33(8), 1237–1252. https://doi.org/10.1016/j.cpr.2013.08.005
  • Roberts, G., Quach, J., Spencer-Smith, M., Anderson, P. J., Gathercole, S., Gold, L., Sia, K.-L., Mensah, F., Rickards, F., Ainley, J., & Wake, M. (2016). Academic outcomes 2 years after working memory training for children with low working memory: A randomized clinical trial. JAMA Pediatrics, 170(5), e154568–e154568. https://doi.org/10.1001/jamapediatrics.2015.4568
  • Rubia, K., Halari, R., Cubillo, A., Mohammad, A.-M., Brammer, M., & Taylor, E. (2009). Methylphenidate normalises activation and functional connectivity deficits in attention and motivation networks in medication-naïve children with ADHD during a rewarded continuous performance task. Neuropharmacology, 57(7–8), 640–652. https://doi.org/10.1016/j.neuropharm.2009.08.013
  • Sala, G., Tatlidil, K. S., & Gobet, F. (2018). Video game training does not enhance cognitive ability: A comprehensive meta-analytic investigation. Psychological Bulletin, 144(2), 111–139. https://doi.org/10.1037/bul0000139
  • Scheres, A., Tontsch, C., Thoeny, A. L., & Kaczkurkin, A. (2010). Temporal reward discounting in attention-deficit/hyperactivity disorder: The contribution of symptom domains, reward magnitude, and session length. Biological Psychiatry, 67(7), 641–648. https://doi.org/10.1016/j.biopsych.2009.10.033
  • Schultz, W. (2016). Dopamine reward prediction error coding. Dialogues in Clinical Neuroscience, 18(1), 23–32. doi:10.31887/DCNS.2016.18.1/wschultz
  • Sibley, M. H., Graziano, P. A., Kuriyan, A. B., Coxe, S., Pelham, W. E., Rodriguez, L., Sanchez, F., Derefinko, K., Helseth, S., & Ward, A. (2016). Parent–teen behavior therapy + motivational interviewing for adolescents with ADHD. Journal of Consulting and Clinical Psychology, 84(8), 699–712. https://doi.org/10.1037/ccp0000106
  • Simons, D. J., Boot, W. R., Charness, N., Gathercole, S. E., Chabris, C. F., Hambrick, D. Z., & Stine-Morrow, A. L. (2016). Do “brain training” programs work? Psychological Science in the Public Interest, 17(3), 103–186. https://doi.org/10.1177/1529100616661983
  • Southam-Gerow, M. A., & Prinstein, M. J. (2014). Evidence base updates: The evolution of the evaluation of psychological treatments for children and adolescents. Journal of Clinical Child and Adolescent Psychology, 43(1), 1–6. https://doi.org/10.1080/15374416.2013.855128
  • The MTA Cooperative Group. (1999). A 14-month randomized clinical trial of treatment strategies for attention-deficit/hyperactivity disorder. Archives of General Psychiatry, 56(12), 1073. https://doi.org/10.1001/archpsyc.56.12.1073
  • Thissen, D., Liu, Y., Magnus, B., Quinn, H., Gipson, D. S., Dampier, C., Huang, I.-C., Hinds, P. S., Selewski, D. T., Reeve, B. B., Gross, H. E., & DeWalt, D. A. (2016). Estimating minimally important difference (MID) in PROMIS pediatric measures using the scale-judgment method. Quality of Life Research, 25(1), 13–23. https://doi.org/10.1007/s11136-015-1058-8
  • Weiss, R. & Totten, S.J. (2004). Ecological validity of the Conners' Continuous Performance Test II in a school-based sample. Journal of Psychoeducational Assessment, 22, 47–61.
  • Wolinsky, F. D., Vander Weg, M. W., Howren, M. B., Jones, M. P., & Dotson, M. M. (2013). A randomized controlled trial of cognitive training using a visual speed of processing intervention in middle aged and older adults. Plos One, 8(5), e61624. https://doi.org/10.1371/journal.pone.0061624
  • Wolraich, M. L., Hagan, J. F., Allan, C., Chan, E., Davison, D., Earls, M., Evans, S. W., Flinn, S. K., Froehlich, T., Frost, J., Holbrook, J. R., Lehmann, C. U., Lessin, H. R., Okechukwu, K., Pierce, K. L., Winner, J. D., & Zurhellen, W., & Subcommittee on Children and Adolescents with ADHD. (2019). Clinical practice guideline for the diagnosis, evaluation, and treatment of ADHD in children and adolescents. Pediatrics, 144(4), e20192528. http://pediatrics.aappublications.org/content/early/2019/09/26/peds.2019-2528
  • Youngstrom, E. A., Van Meter, A., Frazier, T. W., Hunsley, J., Prinstein, M. J., Ong, M.-L., & Youngstrom, J. K. (2017). Evidence-based assessment as an integrative model for applying psychological science to guide the voyage of treatment. Clinical Psychology: Science and Practice, 24(4), 331–363. https://doi.org/10.1111/cpsp.12207

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.