Abstract
Previous studies have explored the impact of magic tricks on different basic cognitive processes yet there is a need of examining effectiveness of a cognitive training program through magic tricks for children with attention deficit hyperactivity disorder (ADHD). The present study examines the effectiveness and feasibility of the MAGNITIVE program, a manualized intervention for cognitive training through the learning of magic tricks. A total of 11 children with ADHD (from 8 to 12 years) participated in separated groups of two different community settings (hospital center and school), and were assessed at pre-treatment, post-treatment, and a 3-month later follow-up in different tasks involving processing speed, sustained attention, selective attention, and mental flexibility. Using non parametric statistical analyses and Reliable Change Index, the results showed that these children receiving MAGNITIVE particularly improved their performance in sustained attention, shifting attention, and mental flexibility, changes were also observed in processing speed performance yet further research is needed in terms of selective attention and inhibition, given the great individual differences within this sample. Changes were maintained when the program was finished. In terms of viability, the study proved a good treatment integrity in different contexts (hospital and school setting), adherence to the curriculum (attendance and some practice at home), and high levels of engagement satisfaction. In this second clinical trial, MAGNITIVE program appears to be a feasible training program for children with ADHD, as an alternative for medication when possible.
Highlights
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder whose principal symptoms are hyperactivity, inattention, and impulsivity [American Psychiatric Association (APA), 2013]
Considered an impairment of the executive functions (Barkley, 1997), ADHD affects a series of cognitive processes related to self-regulation, task organization, planning, Cognitive Training Program: MAGNITIVE
Studies show the benefit of combining training in executive functions with other therapeutic strategies such as training in self-instruction (Meichenbaum and Goodman, 1971), modeling, and selfreinforcement, for the improvement of sustained attention, selective attention, planning, social skills, academic performance, and the principal symptomology of ADHD (Miranda et al, 2002; Arco Tirado et al, 2004; Pérez, 2007; Ramalho et al, 2011; Sun, 2017)
Summary
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder whose principal symptoms are hyperactivity, inattention, and impulsivity [American Psychiatric Association (APA), 2013]. Considered an impairment of the executive functions (Barkley, 1997), ADHD affects a series of cognitive processes related to self-regulation, task organization, planning, Cognitive Training Program: MAGNITIVE working memory, cognitive flexibility, time and space organization, emotional regulation (Pineda et al, 1998; Willcutt et al, 2005a,b; Colomer et al, 2017; Fabio et al, 2018), automatic and controlled processes (Capri et al, 2020), and other alterations of basic functions such as processing speed (Woods et al, 2002; Willcutt et al, 2005a) This is a persistent condition that can cause significant personal, familial, social, and educational difficulties (DuPaul et al, 2001; Rodríguez-Salinas et al, 2006; Deault, 2010; Pinho et al, 2017; Velõ et al, 2019). Studies have analyzed the effects of computerized cognitive training programs by itself or as supplementary interventions, finding positive outcomes in Intelligence Quotient (IQ) test (Fabio et al, 2019), working memory (Dovis et al, 2015; Johnstone et al, 2017; Passarotti et al 2020), and symptoms of ADHD (Prins et al, 2013)
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