Abstract
ObjectiveThe aim of the study is to evaluate the long-term near-transfer effects of computerized working memory (WM) training on standard WM tasks in children with Attention-Deficit/Hyperactivity Disorder (ADHD).MethodSixty-seven children aged 10–12 years in Vestfold/Telemark counties (Norway) diagnosed with F90.0 Hyperkinetic disorder (ICD-10) were randomly assigned to training or control group. The training group participated in a 25-day training program at school, while the control group received treatment-as-usual. Participants were tested one week before intervention, immediately after and eight months later. Based on a component analysis, six measures of WM were grouped into composites representing Visual, Auditory and Manipulation WM.ResultsThe training group had significant long-term differential gains compared to the control group on all outcome measures. Performance gains for the training group were significantly higher in the visual domain than in the auditory domain. The differential gain in Manipulation WM persisted after controlling for an increase in simple storage capacity.ConclusionSystematic training resulted in a long-term positive gain in performance on similar tasks, indicating the viability of training interventions for children with ADHD. The results provide evidence for both domain-general and domain-specific models. Far-transfer effects were not investigated in this article.Trial Registration: Controlled-Trials.com ISRCTN19133620
Highlights
Studies consistently show working memory (WM) to be impaired in children with Attention-Deficit/Hyperactivity Disorder (ADHD) [1]
Systematic training resulted in a long-term positive gain in performance on similar tasks, indicating the viability of training interventions for children with ADHD
Far-transfer effects were not investigated in this article
Summary
Studies consistently show working memory (WM) to be impaired in children with Attention-Deficit/Hyperactivity Disorder (ADHD) [1]. Several brain areas and networks are likely involved in WM processes, but considerable evidence suggests that activation in the Dorsolateral Prefrontal Cortex correlates with increasing manipulation load on WM tasks [17,18]. It is precisely the manipulation aspect of WM that is thought to be impaired in children with ADHD as a result of frontostriatal dysfunction [1] and/or energetic dysfunction in pre-frontal systems [19,20]
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