Can Working Memory Training Work for ADHD? Development of Central Executive Training and Comparison With Behavioral Parent Training

Objective: Working memory deficits have been linked experimentally and developmentally with attention-deficit/hyperactivity disorder (ADHD)-related symptoms/impairments. Unfortunately, substantial evidence indicates that extant working memory training programs fail to improve these symptoms/impairme...

Full description

Saved in:
Bibliographic Details
Published in:Journal of consulting and clinical psychology 2018-12, Vol.86 (12), p.964-979
Main Authors: Kofler, Michael J., Sarver, Dustin E., Austin, Kristin E., Schaefer, Hillary S., Holland, Elizabeth, Aduen, Paula A., Wells, Erica L., Soto, Elia F., Irwin, Lauren N., Schatschneider, Christopher, Lonigan, Christopher J.
Format: Article
Language:English
Subjects:
Actigraphy
Adolescent
Attention Deficit Disorder with Hyperactivity
Attention Deficit Disorder with Hyperactivity - psychology
Attention Deficit Disorder with Hyperactivity - therapy
Attention deficit hyperactivity disorder
Behavior Disorders
Child
Child Behavior - psychology
Child development
Cognitive ability
Cognitive skills training
Executive Function
Feasibility
Female
Human
Humans
Learning
Male
Memory
Memory Training
Memory, Short-Term
Parent participation
Parent Training
Parenthood education
Parents
Personal Satisfaction
Phonology
Psychotherapy - methods
Short Term Memory
Spatial memory
Test Construction
Training
Visual memory
Visuospatial Memory
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Objective: Working memory deficits have been linked experimentally and developmentally with attention-deficit/hyperactivity disorder (ADHD)-related symptoms/impairments. Unfortunately, substantial evidence indicates that extant working memory training programs fail to improve these symptoms/impairments. We hypothesized that this discrepancy may reflect insufficient targeting, such that extant protocols do not adequately engage the specific working memory components linked with the disorder's behavioral/functional impairments. Method: The current study describes the development, empirical basis, and initial testing of central executive training (CET) relative to gold-standard behavioral parent training (BPT). Children with ADHD ages 8-13 (M = 10.43, SD = 1.59; 21 girls; 76% Caucasian/non-Hispanic) were treated using BPT (n = 27) or CET (n = 27). Detailed data analytic plans for the pre/post design were preregistered. Primary outcomes included phonological and visuospatial working memory, and secondary outcomes included actigraphy during working memory testing and two distal far-transfer tasks. Multiple feasibility/acceptability measures were included. Results: The BPT and CET samples did not differ on any pretreatment characteristics. CET was rated as highly acceptable by children and was equivalent to BPT in terms of feasibility/acceptability as evidenced by parent-reported high satisfaction, low barriers to participation, and large ADHD symptom reductions. CET was superior to BPT for improving working memory (Group × Time d = 1.06) as hypothesized. CET was also superior to BPT for reducing actigraph-measured hyperactivity during visuospatial working memory testing and both distal far-transfer tasks (Group × Time d = 0.74). Conclusions: Results provide strong support for continued testing of CET and, if replicated, would support recent hypotheses that next-generation ADHD cognitive training protocols may overcome current limitations via improved targeting. What is the public health significance of this article? This study describes the development of central executive training (CET) and compares it with gold-standard behavioral parent training (BPT) for attention-deficit/hyperactivity disorder. Results suggest that CET is feasible and acceptable to families and may be superior to BPT for improving working memory and hyperactivity.
ISSN:0022-006X
1939-2117
DOI:10.1037/ccp0000308