This site uses cookies for user authentication, optional permanent login and monitoring the number of page views (Google Analytics).
Do you agree with cookies being used in accordance with our Privacy policy? You can change your decision regarding the use of cookies on the Privacy page.

I want to know more

Horizons of Psychology :: Psihološka obzorja

Scientific and Professional Psychological Journal of the Slovenian Psychologists' Association

Indexed in:
Scopus
PsycINFO
Academic OneFile

Member of DOAJ and CrossRef

sien
CONTENTS FOR AUTHORS ABOUT EDITORIAL BOARD LINKS

Search

My Account

Most viewed articles

 

« Back to Volume 30 (2021)

flag Pojdi na slovensko stran članka / Go to the article page in Slovene


A systematic review of efficacy of computer-based cognitive training in children with attention deficit and hyperactivity disorder

Sara Mičič, Vojko Kavčič & Karin Bakračevič

pdf Full text (pdf)  |  Views: 73  |  flagWritten in Slovene.  |  Published: May 7, 2021

pdf https://doi.org/10.20419/2021.30.535  |  Cited By: CrossRef (0)

Abstract: Computerized cognitive training (CCT) paradigms for children with attention deficit hyperactivity disorder (ADHD) are designed to overcome specific deficits and reduce symptoms of the disorder. Such training is increasingly being researched, but it is not entirely clear how it affects generalised functional deficits, such as attention deficit, impulsivity, lack of behavioural inhibition, planning, and organisation. Executive functions deficits, which include working memory deficits, make up a large part of ADHD and may be the basis for other symptoms of the disorder, such as attention impairment, lack of motivation, hyperactivity, and conduct problems. Therefore, many studies on training executive functions and working memory assume that improving these functions can reduce ADHD symptoms. The purpose of this paper is to review and critically evaluate research in the area of CCT for children with ADHD and determine whether CCT has shown promising results in overcoming ADHD-related deficits in previous studies and what type of CCT is most promising. The articles included in this systematic review were found through databases in EBSCOhost, Science Direct, and Web of Science. Studies showed that CCT has the potential to improve cognitive functions in children with ADHD. Some studies also showed a reduction in dysfunctional and impulsive behaviours. However, the studies are not congruent regarding the CCT effects on these symptoms and they also differ in the type of CCT used.

Keywords: attention deficit hyperactivity disorder (ADHD), computerized cognitive training, executive functions, working memory, children


Cite:
Mičič, S., Kavčič, V., & Bakračevič, K. (2021). Sistematični pregled dejavnikov učinkovitosti računalniškega kognitivnega treninga pri otrocih z motnjo pozornosti s hiperaktivnostjo [A systematic review of efficacy of computer-based cognitive training in children with attention deficit and hyperactivity disorder]. Psihološka obzorja, 30, 62–78. https://doi.org/10.20419/2021.30.535


Reference list


Astle, D. E., & Scerif, G. (2011). Interactions between attention and visual short-term memory (VSTM): What can be learnt from individual and developmental differences? Neuropsychologia, 49, 1435–1445. CrossRef

Baddeley, A. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4(11), 417–423. CrossRef

Baddeley, A. D., & Hitch, G. (1974). Working memory. Psychology of Learning and Motivation, 8, 47–89. CrossRef

Baltes, P. B. (1987). Theoretical propositions of life-span developmental psychology: On the dynamics of growth and decline. Developmental Psychology, 23(5), 611–626. CrossRef

Barkley, R. A. (2018). Attention-deficit hyperactivity disorder: A Handbook for diagnosis & treatment (4. izd.) . The Guilford Press.

Beck, S. J., Hanson, C. A., Puffenberger, S. S., Benninger, K. L., & Benninger, W. B. (2010). A controlled trial of working memory training for children and adolescents with ADHD. Journal of Clinical Child & Adolescent Psychology, 39(6), 825–836. CrossRef

Biederman, J., Monuteaux, M. C., Doyle, A. E., Seidman, L. J., Wilens, T. E., Ferrero, F., Morgan, C. L., & Faraone, S. V. (2004). Impact of executive function deficits and attention-deficit/hyperactivity disorder (ADHD) on academic outcomes in children. Journal of Consulting and Clinical Psychology, 72(5), 757–766. CrossRef

Bikic, A., Leckman, J. F., Christensen, T. Ø., Bilenberg, N., & Dalsgaard, S. (2018). Attention and executive functions computer training for attention-deficit/hyperactivity disorder (ADHD): Results from a randomized, controlled trial. European Child & Adolescent Psychiatry, 27(12), 1563–1574. CrossRef

Borella, E., Carretti, B., Riboldi, F., & De Beni, R. (2010). Working memory training in older adults: Evidence of transfer and maintenance effects. Psychology and Aging, 25(4), 767–778. CrossRef

Burgess, G. C., Depue, B. E., Ruzic, L., Willcutt, E. G., Du, Y. P., & Banich, M. T. (2010). Attentional control activation relates to working memory in attention-deficit/hyperactivity disorder. Biological Psychiatry, 67(7), 632–640. CrossRef

Chacko, A., Bedard, A. C., Marks, D. J., Feirsen N., Uderman, J. Z., Chimiklis, A., Rajwan, E., Cornwell, M., Anderson, L., Zwilling, A., & Ramon, M. (2014). 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. Journal of Child Psychology and Psychiatry, 55(3), 247–255. CrossRef

Cortese, S., Ferrin, M., Brandeis, D., Buitelaar, J., Daley, D., Dittmann, R. W., Holtmann, M., Santosh, P., Stevenson, J., Stringaris, A., Zuddas, A., & Sonuga-Barke, E. J. S. (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 & Adolescent Psychiatry, 54(3), 164–174. CrossRef

Dovis, S., Van der Oord, S., Wiers, R. W., & Prins, P. J. M. (2012). Can motivation normalize working memory and task persistence in children with attention-deficit/hyperactivity disorder? The effects of money and computer-gaming. Journal of Abnormal Child Psychology, 40(5), 669–681. CrossRef

Dovis, S., Van der Oord, S., Wiers, R. W., & Prins, P. J. M. (2015). 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. PLoS One, 10(4), članek e0121651. CrossRef

Durston, S., van Belle, J., & de Zeeuw, P. (2011). Differentiating frontostriatal and fronto-cerebellar circuits in attention-deficit/hyperactivity disorder. Biological Psychiatry, 69(12), 1178–1184. CrossRef

Egeland, J., Aarlien, A. K., & Saunes, B. K. (2013). Few effects of far transfer of working memory training in ADHD: A randomized controlled trial. PLoS One, 8(10), članek e75660. CrossRef

Forslund, T., Brocki, K., Bohlin, G., Granqvist P., & Eninger, L. (2016). The heterogeneity of attention deficit/hyperactivity disorder symptoms and conduct problems: Cognitive inhibiton, emotional regulation, emotionality, and disorganized attachment. British Journal of Developmental Psychology, 34(3), 371–387. CrossRef

Gray, S. A., Chaban, P., Martinussen, R., Goldberg, R., Gotlieb, H., Kronitz, R., Hockenberry, M., & Tannock, R. (2012). Effects of a computerized working memory training program on working memory, attention, and academics in adolescents with severe LD and comorbid ADHD: A randomized controlled trial. Journal of Child Psychology and Psychiatry, 53(12), 1277–1284. CrossRef

Green, C. T., Long, D. L., Green, D., Iosif, A. M., Dixon, J. F., Miller, M. R., Fassbender, C., & Schweitzer, J. B. (2012). Will working memory training generalize to improve off-task behavior in children with attention-deficit/hyperactivity disorder? Neurotherapeutics, 9(3), 639–648. CrossRef

Hovik, K. T., Saunes, B. K., Aarlien, A. K., & Egeland, J. (2013). RCT of working memory training in ADHD: Long-term near-transfer effects. PLoS One, 8(12), članek e80561. CrossRef

Hudoklin, M., & Magajna, L. (2019). Kognitivni in psihosocialni profili učencev s specifičnimi motnjami učenja (SUT), motnjo aktivnosti in pozornosti (ADHD) in sopojavljanjem SUT in ADHD [Cognitive and psychosocial profiles of pupils with specific learning disabilities, attention deficit/hyperactivity disorder, and their comorbidity]. V P. Janjušević (ur.), Komorbidnost psihosocialnih motenj pri otrocih in mladostnikih [Comorbidity of psychosocial disorders in children and adolescents] (str. 36–50). Svetovalni center za otroke, mladostnike in starše Ljubljana.

Jakobson, A., & Kikas, E. (2007). Cognitive functioning in children with and without attention-deficit/hyperactivity disorder with and without comorbid learning disabilities. Journal of Learning Disabilities, 40(3), 194–202. CrossRef

Johnstone, S. J., Roodenrys, S., Blackman, R., Johnston, E., Loveday, K., Mantz, S., & Barratt, M. F. (2012). Neurocognitive training for children with and without AD/HD. ADHD Attention Deficit and Hyperactivity Disorders, 4(1), 11–23. CrossRef

Johnstone, S. J., Roodenrys, S., Phillips, E., Watt, A. J., & Mantz, S. (2010). A pilot study of combined working memory and inhibition training for children with AD/HD. ADHD Attention Deficit and Hyperactivity Disorders, 2(1), 31–42. CrossRef

Jolles, D. D., & Crone, E. A. (2012). Training the developing brain: A neurocognitive perspective. Frontiers in Human Neuroscience, 6, 76. CrossRef

Jones, M. R., Katz, B., Buschkuehl, M., Jaeggi, S. M., & Shah, P. (2020). Exploring n-back cognitive training for children with ADHD. Journal of Attention Disorders, 24(5), 704–719. CrossRef

Khalili Kermani, F., Reza Mohammadi, M., Yadegari, F., Haresabadi, F., Mehdi Sadeghi, S., & Darouei Haghighi, S. (2016). Working memory training in the form of structured games in children with attention deficit hyperactivity disorder. Iranian Journal of Psychiatry, 11(4), 224–233.

Klingberg, T. (2010). Training and plasticity of working memory. Trends in Cognitive Sciences, 14(7), 317–324. CrossRef

Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P., Dahlström, K., Gillberg, C. G., Forssberg, H., & Westerberg, H. (2005). Computerized training of working memory in children with ADHD-A randomized, controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 44(2), 177–186. CrossRef

Klingberg, T., Forssberg, H., & Westerberg, H. (2002). Training of working memory in children with ADHD. Journal of Clinical and Experimental Neuropsychology, 24(6), 781–791. CrossRef

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. CrossRef

Kühn, S., Romanowski, A., Schilling, C., Lorenz, R., Mörsen, C., Romanczuk-Seiferth, N., Banaschewski, T., Barbot, A., Barker, G., Büchel, C., Conrod, P., Dalley, J., Flor, H., Garavan, H., Ittermann, B., Mann, K., Martinot, J.-L., Paus, T., Rietschel, M., . . . Gallinat, J. (2011). The neural basis of video gaming. Translational Psychiatry, 1, članek e53. CrossRef

Manly, T., Nimmo-Smith, I., Watson, P., Anderson, V., Turner, A., & Robertson I. H. (2001). The differential assessment of children's attention: The Test of Everyday Attention for Children (TEA-Ch), normative sample and ADHD performance. Journal of Child Psychology and Psychiatry, 42(8), 1065–1081. CrossRef

Matson, J. L., Rieske, R., & Williams, L. W. (2013). The relationship between autism spectrum disorders and attention-deficit/hyperactivity disorder: An overview. Research of Developmental Disabilities, 34(9), 2475–2484. CrossRef

McGrath, L. M., Pennington, B. F., Shanahan, M. A., Santerre-Lemmon, L. E., Barnard, H. D., Willcutt, E. G., DeFries, J. C., & Olson, R. K. (2011). A multiple deficit model of reading disability and attention-deficit/hyperactivity disorder: Searching for shared cognitive deficits. Journal of Child Psychology and Psychiatry, 52(5), 547–557. CrossRef

Mezzacappa, E., & Buckner, J. C. (2010). Working memory training for children with attention problems or hyperactivity: A school-based pilot study. School Mental Health: A Multidisciplinary Research and Practice Journal, 2(4), 202–208. CrossRef

Mihevc, N., & Vervega, D. (2019). Sopojavnost duševnih motenj in diferencialno diagnostične dileme pri spektroavtističnih motnjah [Comorbidity of mental disorders and dilemmas of differential diagnostics for autism spectrum disorders]. V P. Janjušević (ur.), Komorbidnost psihosocialnih motenj pri otrocih in mladostnikih [Comorbidity of psychosocial disorders in children and adolescents] (str. 8–35). Svetovalni center za otroke, mladostnike in starše Ljubljana.

Mohammadi, M. R., Zarafshan, H., Khaleghi, A., Ahmadi, N., Hooshyari, Z., Mostafavi, S. A., Ahmadi, A., Alavi, S. S., Shakiba, A., & Salmanian, M. (2019). Prevalence of ADHD and its comorbidities in a population-based sample. Journal of Attention Disorders, 1058–1067. CrossRef

Nigg, J. T. (2005). Neuropsychologic theory and findings in attention deficit/hyperactivity disorder: The state of the field and salient challenges for the coming decade. Biological Psychiatry, 57(11), 1424–1435. CrossRef

Prins, P. J. M., Dovis, S., Ponsioen, A., Ten Brink, E., & van der Oord, S. (2011). Does a computerized working memory training with game elements enhance motivation and training efficacy in children with ADHD? Cyberpsychology, Behavior, and Social Networking, 14(3), 115–122. CrossRef

Rapport, M. D., Alderson, R. M., Kofler, M. J., Sarver, D. E., Bolden, J., & Sims, V. (2008). Working memory deficits in boys with attention-deficit/hyperactivity disorder (ADHD): The contribution of central executive and subsystem processes. Journal of Abnormal Child Psychology, 36(6), 825–837. CrossRef

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. CrossRef

Roberts, W., Milich, R., & Barkley, R. A. (2018). Primary symptoms, diagnostic criteria, subtyping, and prevalence of ADHD. V R. A. Barkley (ur.), Attention-deficit hyperactivity disorder: A handbook for diagnosis & treatment (4. izd., str. 51–80). The Guilford Press.

Rutledge, K. J., van den Bos, W., McClure, S. M., & Schweitzer, J. B. (2012). Training cognition in ADHD: Current findings, borrowed concepts, and future directions. Neurotherapeutics, 9(3), 542–558. CrossRef

Shalev, L., Tsal, Y., & Mevorach, C. (2007). Computerized progressive attentional training (CPAT) program: Effective direct intervention for children with ADHD. Child Neuropsychology, 13(4), 382–388. CrossRef

Solanto, M. V. (2018). Executive function deficits in adults with ADHD. V R. A. Barkley (ur.), Attention-deficit hyperactivity disorder: A handbook for diagnosis & treatment (4. izd., str. 256–266). The Guilford Press.

Sonuga-Barke, E. (2005). Causal models of attention-deficit/hyperactivity disorder: From common simple deficits to multiple developmental pathways. Biological Psychiatry, 57(11), 1231–1238. CrossRef

Sonuga-Barke, E. (2011). Editorial: ADHD as a reinforcement disorder - Moving from general effects to identifying (six) specific models to test. Journal of Child Psychology and Psychiatry, 52(9), 917–918. CrossRef

Sonuga-Barke, E., Brandeis, D., Holtmann, M., & Cortese, S. (2014). Computer-based cognitive training for ADHD: A review of current evidence. Child and Adolescent Psychiatric Clinics, 23(4), 807–824. CrossRef

Steiner, N. J., Sheldrick, R. C., Gotthelf, D., & Perrin, E. C. (2011). Computer-based attention training in the schools for children with attention deficit/hyperactivity disorder: A preliminary trial. Clinical Pediatrics, 50(7), 615–622. CrossRef

van der Donk, M., Hiemstra-Beernink, A. C., Tjeenk-Kalff, A., van der Leij, A., & Lindauer, R. (2015). Cognitive training for children with ADHD: A randomized controlled trial of cogmed working memory training and 'paying attention in class'. Frontiers in Psychology, 6, 1081. CrossRef

van der Oord, S., Ponsioen, A. J. G. B., Geurts, H. M., Ten Brink, E. L., & Prins, P. J. M. (2014). A pilot study of the efficacy of a computerized executive functioning remediation training with game elements for children with ADHD in an outpatient setting: Outcome on parent- and teacher-rated executive functioning and ADHD behavior. Journal of Attention Disorders, 18(8), 699–712. CrossRef

van Dongen-Boomsma, M., Vollebregt, M. A., Buitelaar, J. K., & Slaats-Willemse, D. (2014). Working memory training in young children with ADHD: A randomized placebo-controlled trial. Journal of Child Psychology and Psychiatry, 55(8), 886–896. CrossRef

Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, S. V., & Pennington, B. F. (2005). Validity of the executive function theory of attention-deficit/hyperactivity disorder: A meta-analytic review. Biological Psychiatry, 57(11), 1336–1346. CrossRef

Willcutt, E. G., & Pennington, B. F. (2000). Psychiatric comorbidity in children and adolescents with reading disability. Journal of Child Psychology and Psychiatry, 41(8), 1039–1048. CrossRef

Willis, S. L., & Schaie, K. W. (2009). Cognitive training and plasticity: Theoretical perspective and methodological consequences. Restorative Neurology and Neuroscience, 27(5), 375–389. CrossRef


« Back to Volume 30 (2021)