Effect of Neurocognitive Training for Children With ADHD at Improving Academic Engagement in Two Learning Settings

Abstract

Objective: Objective: This preliminary study investigated effectiveness of neurocognitive training on academic engagement (AET) for children with ADHD. The training approach targeted working memory, inhibitory control, and attention/relaxation (via brain electrical activity).Method: Method: A reversal design with a 2-week follow-up was used to assess the effectiveness of the treatment on two children with diagnosed ADHD in two learning settings. Direct observation was used to collect academic-related behavior.Results: Results: Improvements in on-task expected behavior (ONT-EX) and general AET, as well as reductions in off-task motor activity (OFF-MA) and off-task passive behavior (OFF-PB) were observed for both students over baselines and across the settings. Moreover, differences in behavioral change were found between participants and settings.Conclusion: Conclusion: These findings support using the treatment for improving academic performance of children with ADHD. Future studies may investigate influences of contextual differences, nontreatment variables, or adult's feedback during the training session on treatment effectiveness. AbstractThis preliminary study investigated effectiveness of neurocognitive training on academic engagement for children with AD/HD. The training approach targeted working memory, inhibitory control, and attention/relaxation (via brain electrical activity). A reversal design with a two-week follow-up was used to assess the effectiveness of the treatment on two children with diagnosed AD/HD in two learning settings. The results of direct observation indicated improvements in on-task expected behavior (ONT-EX) and general academic engagement (AET), as well as, reductions in off-task motor activity (OFF-MA) and off-task passive behavior (OFF-PB) for both students over baselines and across the settings. Moreover, differences in behavioral change were found between participants and settings.These findings support using the treatment for improving academic performance of children with AD/HD. Future studies may investigate influences of contextual differences, nontreatment variables or adult's feedback during the training session on treatment effectiveness.

A randomized controlled study of remote computerized cognitive, neurofeedback, and combined training in the treatment of children with attention-deficit/hyperactivity disorder

“…The primary outcome of AD/HD-RS evaluated by parents showed a significant improvement after 3 months of training, as well as executive and daily functions, verifying the training effect of the Focus Pocus program [ 28 – 30 , 33 ]. Compared to traditional laboratory-based tasks, inhibition and working memory assessed by the BRIEF questionnaire are believed to have more ecological validity [ 41 ], and improved functional ability, indicating that NFT and CCT could train core defects in children with AD/HD, which is consistent with previous findings [ 42 , 43 ].…”

“…Compared to traditional laboratory-based tasks, inhibition and working memory assessed by the BRIEF questionnaire are believed to have more ecological validity [ 41 ], and improved functional ability, indicating that NFT and CCT could train core defects in children with AD/HD, which is consistent with previous findings [ 42 , 43 ]. In addition to functional defects, daily function improvements were also shown in school learning and life skills, verifying the transfer effect of the study and living with Focus Pocus training [ 30 ]. Although the training effects were not significant in other daily dimensions, this likely results from the training design, which targeted attentional ability but not social functional dimensions [ 44 , 45 ].…”

“…With the popularization and application of digital network technology and the demand for remote home-based therapy during the COVID-19 pandemic, more attention has been paid to non-contact, online, interactive interventions [25][26][27]. Synthesizing the online and computerized characteristics of NFT and CCT, a game-based training program, Focus Pocus, was developed by Johnstone et al with NFT and CCT modules integrated into one themed training environment [28][29][30]. Using a validated portable Bluetooth EEG acquisition device [31,32], effective NFT and CCT training can be carried out at home for children with AD/ HD with some assistance from their parents.…”

From Evaluation to Prediction: Behavioral Effects and Biological Markers of Cognitive Control Intervention

“…Populations. Participants in previous cognitive control inter-ventions have included children, adolescents, young and older adults [17,23,30,87], and some special groups, such as patients with depression, schizophrenia, impulsive disorder, or ADHD [88][89][90]. Of particular concern is intervention for older adults.…”

Development of Frontal EEG Differences Between Eyes-Closed and Eyes-Open Resting Conditions in Children: Data From a Single-Channel Dry-Sensor Portable Device

“…20,21 In terms of applications, frontal EEG from a single-channel portable device has been found to identify distinct electrophysiological profiles for stroke patients, 28 have prognostic value for poststroke cognitive performance, 29,30 and reveal brain activity differences in children with fetal alcohol syndrome. 31 Furthermore, this frontal EEG has been used in interventions for children with attention deficit/hyperactivity disorder (AD/HD) [32][33][34][35] and anxiety 36,37 and found suitable for use in generation of auditory event-related potentials for brain-computer interface (BCI) applications. 38 Indeed, mobile EEG approaches are thought to have the potential to open unprecedented possibilities in the investigation of psychopathological mechanisms of neurodevelopmental disorders and the identification of EEG biomarkers.…”