Effect of Digital-Based Cognitive Rehabilitation on Executive Functions in Children with Attention Deficit/Hyperactivity Disorder

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Background: Attention deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder characterized by deficits in executive functions. Objectives: This study aimed to evaluate the effect of digital-based cognitive rehabilitation (DBCR) on executive functions, behavioral regulation, and metacognition in children with ADHD. Methods: A total of thirty male participants, aged 6 - 12 years, who met predetermined inclusion criteria, were selected through a random sampling method. Their parents completed the Behavior Rating Inventory of Executive Function (BRIEF) to assess executive functions. The children were divided into experimental and control groups, with the experimental group undergoing 10 DBCR sessions, while the control group participated in generic computer game sessions. Parents completed the BRIEF after the intervention and again five weeks later. The data were analyzed using SPSS 25. Results: Following DBCR, significant improvements were observed in the total score of executive functions and the Metacognition Index (MI) in children with ADHD. The effect sizes for DBCR on the global executive composite (GEC) and MI were 47% and 37%, respectively, while the effect size for the intervention targeting the Behavior Regulation Index (BRI) was approximately 11%. Conclusions: The study suggests that DBCR positively impacts the GEC and MI in children with ADHD, potentially preventing deficits in these areas. Further research is needed to determine the effectiveness of DBCR on the BRI in children with ADHD.