Cognitive training for children with ADHD: A randomized controlled trial of cogmed working memory training and ‘paying attention in class’

Frontiers in Psychology

Volumn 6, Issue , 2015, Pages

  van der Donk, Marthe ^a,b   Hiemstra Beernink, Anne Claire ^b   Tjeenk Kalff, Ariane ^b   van der Leij, Aryan ^a   Lindauer, Ramón ^a,b  

^a UNIVERSITY OF AMSTERDAM   (Netherlands)

^b De Bascule   (Netherlands)

Author keywords

Academic performance; ADHD; Cognitive training; Randomized controlled trial; School aged children

Indexed keywords

EID: 85016463811     PISSN: None     EISSN: 16641078     Source Type: Journal    
DOI: 10.3389/fpsyg.2015.01081     Document Type: Article

References (60)

1. American Psychiatric Association [APA]. (2000). Diagnostic and Statistical Manual of Mental Disorders, 4th Edn. Washington, DC: American Psychiatric Publishing.
2. Baddeley, A. (2007). Working Memory, Thought, and Action, 1st Edn. Oxford: Oxford University Press. doi: 10.1093/acprof:oso/9780198528012.001.0001
3. Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychol. Bull. 121, 65–94. doi: 10.1037/0033-2909.121.1.65
4. Beck, S. J., Hanson, C. A., Puffenberger, S. S., Benninger, K. L., and Benninger, W. B. (2010). A controlled trial of working memory training for children and adolescents with ADHD. J. Clin. Child Adolesc. Psychol. 39, 825–836. doi: 10.1080/15374416.2010.517162
5. Berger, I., Dor, T., Nevo, Y., and Goldzweig, G. (2008). Attitudes toward attention-deficit hyperactivity disorder (ADHD) treatment: parents’ and children’s perspectives. J. Child Neurol. 23, 1036–1042. doi: 10.1177/0883073808317726
6. Brus, B. T., and Voeten, M. J. M. (1973). Een Minuut Test. Nijmegen: Berkhout testmateriaal.
7. Chacko, A., Bedard, A. C., Marks, D. J., Feirsen, N., Uderman, J. Z., Chimiklis, A., et al. (2014). A randomized clinical trial of cogmed working memory training in school-age children with ADHD: a replication in a diverse sample using a control condition. J. Child Psychol. Psychiatry 55, 247–255. doi: 10.1111/jcpp.12146
8. Chacko, A., Feirsen, N., Bedard, A. C., Marks, D., Uderman, J. Z., and Chimiklis, A. (2013). Cogmed working memory training for youth with ADHD: a closer examination of efficacy utilizing evidence-based criteria. J. Clin. Child Adolesc. Psychol. 42, 769–783. doi: 10.1080/15374416.2013.787622
9. Corsi, P. M. (1972). Human memory and the medial temporal region of the brain. Diss.Abstr.Int.34, 891B.
10. Cortese, S., Ferrin, M., Brandeis, D., Buitelaar, J., Daley, D., Dittmann, R. W., et al. (2015). Cognitive training for attention-deficit/hyperactivity disorder: meta-analysis of clinical and neuropsychological outcomes from randomized controlled trials. J. Am. Acad. Child Adolesc. Psychiatry 54, 164–174. doi: 10.1016/j.jaac.2014.12.010
11. De Vos, T. (2010). Tempo Test Automatiseren. Amsterdam: Boom test uitgevers.
12. Dovis, S., Van der Oord, S., Wiers, R. W., and Prins, P. J. (2012). Can motivation normalize working memory and task persistence in children with attention-deficit/hyperactivity disorder? the effects of money and computer-gaming. J. Abnorm. Child Psychol. 40, 669–681. doi: 10.1007/s10802-011-9601-8
13. Egeland, J., Aarlien, A. K., and Saunes, B. K. (2013). Few effects of far transfer of working memory training in ADHD: a randomized controlled trial. PLoS ONE 8:e75660. doi: 10.1371/journal.pone.0075660
14. Gathercole, S. E. (2014). Commentary: working memory training and ADHD-where does its potential lie? reflections on chacko et al. (2014). J. Child Psychol. Psychiatry 55, 256–257. doi: 10.1111/jcpp.12196
15. Gathercole, S. E., Durling, E., Evans, M., Jeffcock, S., and Stone, S. (2008). Working memory abilities and children’s performance in laboratory analogues of classroom activities. Appl. Cogn. Psychol. 22, 1019–1037. doi: 10.1002/acp.1407
16. Geelhoed, J., and Reitsma, P. (1999). PI Dictee. Lisse: Swets & Zeitlinger.
17. Gerrits, B. J. L., van der Zwaag, W. D., Gerrits-Entken, M. E. A., and van Berkel, S. L. (2012). Handleiding Voor Coaches Cogmed Werkgeheugentraining. Enschede: PrintPartners Ipskamp B.V.
18. Graham, J., and Coghill, D. (2008). Adverse effects of pharmacotherapies for attention-deficit hyperactivity disorder: epidemiology, prevention and management. CNS Drugs 22, 213–237. doi: 10.2165/00023210-200822030-00003
19. Gray, S. A., Chaban, P., Martinussen, R., Goldberg, R., Gotlieb, H., Kronitz, R., et al. (2012). Effects of a computerized working memory training program on working memory, attention, and academics in adolescents with severe LD and comorbid ADHD: a randomized controlled trial. J. Child Psychol. Psychiatry 53, 1277–1284. doi: 10.1111/j.1469-7610.2012.02592.x
20. Green, C.T., Long, D.L., Green, D., Iosif, A.M., Dixon, J.F., Miller, M.R., et al. (2012). Will working memory training generalize to improve off-task behavior in children with attention-deficit/hyperactivity disorder? Neurotherapeutics 9, 639–648. doi: 10.1007/s13311-012-0124-y
21. Holmes, J., and Gathercole, S. E. (2014). Taking working memory training from the laboratory into schools. Educ. Psychol. 34, 440–450. doi: 10.1080/01443410.2013.797338
22. Holmes, J., Gathercole, S. E., and Dunning, D. L. (2009). Adaptive training leads to sustained enhancement of poor working memory in children. Dev. Sci. 12, F9–F15. doi: 10.1111/j.1467-7687.2009.00848.x
23. Holmes, J., Gathercole, S. E., Place, M., Dunning, D. L., Hilton, K. A., and Elliott, J. G. (2010). Working memory deficits can be overcome: impacts of training and medication on working memory in children with ADHD. Appl. Cogn. Psychol. 24, 827–836. doi: 10.1002/acp.1589
24. Hovik, K. T., Saunes, B. K., Aarlien, A. K., and Egeland, J. (2013). RCT of working memory training in ADHD: long-term near-transfer effects. PLoS ONE 8:e80561. doi: 10.1371/journal.pone.0080561
25. Jaeggi, S. M., Buschkuehl, M., Jonidas, J., and Shah, P. (2011). Short-and long-term benefits of cognitive training. Proc. Natl. Acad. Sci. U.S.A, 108, 10081–10086. doi: 10.1073/pnas.1103228108
26. Jensen, P. S., Arnold, L. E., Swanson, J. M., Vitiello, B., Abikoff, H. B., Greenhill, L. L., et al. (2007). 3-year follow-up of the NIMH MTA study. J. Am. Acad. Child Adolesc. Psychiatry 46, 989–1002. doi: 10.1097/CHI.0b013e31806 86d48
27. Jolles, D. D., and Crone, E. A. (2012). Training the developing brain: a neurocognitive perspective. Front. Hum. Neurosci. 6:76. doi: 10.3389/fnhum.2012.00076
28. Klingberg, T. (2010). Training and plasticity of working memory. Trends Cogn. Sci. 14, 317–324. doi: 10.1016/j.tics.2010.05.002
29. Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P., Dahlstrom, K., et al. (2005). Computerized training of working memory in children with ADHD-a randomized, controlled trial. J. Am. Acad. Child Adolesc. Psychiatry 44, 177–186. doi: 10.1097/00004583-200502000-00010
30. Klingberg, T., Forssberg, H., and Westerberg, H. (2002). Training of working memory in children with ADHD. J. Clin. Exp. Neuropsychol. 24, 781–791. doi: 10.1076/jcen.24.6.781.8395
31. Loe, I. M., and Feldman, H. M. (2007). Academic and educational outcomes of children with ADHD. Ambul. Pediatr. 7(1 Suppl.), 82–90. doi: 10.1016/j.ambp.2006.05.005
32. Manley, T., Robertson, H., Anderson, V., and Nimmo-Smith, I. (2004). Test of Everyday Attention for Children. Enschede: Harcourt Assessment.
33. Melby-Lervåg, M., and Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Dev. Psychol. 49, 270–291. doi: 10.1037/a00 28228
34. Morrison, A. B., and Chein, J. M. (2011). Does working memory training work? the promise and challenges of enhancing cognition by training working memory. Psychonom. Bull. Rev. 18, 46–60. doi: 10.3758/s13423-010-0034-0
35. MTA Cooperative Group. (1999). A 14-month randomized clinical trial of treatment strategies for attention-deficit/hyperactivity disorder. The MTA Cooperative Group. Multimodal treatment study of children with ADHD. Archiv. Gen. Psychiatry 56, 1073–1086. doi: 10.1001/archpsyc.56. 12.1073
36. Raggi, V. L., and Chronis, A. M. (2006). Interventions to address the academic impairment of children and adolescents with ADHD. Clin. Child Fam. Psychol. Rev. 9, 85–111. doi: 10.1007/s10567-006-0006-0
37. Rapport, M. D., Orban, S. A., Kofler, M. J., and Friedman, L. M. (2013). Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes. Clin. Psychol. Rev. 33, 1237–1252. doi: 10.1016/j.cpr.2013.08.005
38. Ravens-Sieberer, U., Auquier, P., Erhart, M., Gosch, A., Rajmil, L., Bruil, J., et al. (2007). The kidscreen-27 quality of life measure for children and adolescent: psychometric results from a cross-cultural survey in 13 european countries. Q. Life Res. 16, 1347–1356. doi: 10.1007/s11136-007-9240-2
39. Scholte, E. M., and van der Ploeg, J. D. (2009). Leervoorwaardentest. Houten: Bohn Stafleu van Loghum.
40. Shipstead, Z., Hicks, K. L., and Engle, R. W. (2012a). Cogmed working memory training: does the evidence support the claims?. J.Appl.Res.Mem.Cogn.1, 185–193. doi: 10.1016/j.jarmac.2012.06.003
41. Shipstead, Z., Redick, T. S., and Engle, R. W. (2012b). Is working memory training effective? Psychol. Bull. 138, 628–654. doi: 10.1037/a0027473
42. Shipstead, Z., Redick, T. S., and Engle, R. W. (2010). Does working memory training generalize? Psychol. Belgica 50, 245–276. doi: 10.5334/pb-50-3-4-245
43. Smidts, D., and Huizinga, M. (2009). BRIEF Executieve Functies Gedragsvragenlijst. Amsterdam: Hogrefe Uitgevers B.V.
44. Sonuga-Barke, E. J. (2003). The dual pathway model of AD/HD: an elaboration of neuro-developmental characteristics. Neurosci. Biobehav. Rev. 27, 593–604. doi: 10.1016/j.neubiorev.2003.08.005
45. Sonuga-Barke, E. J., Brandeis, D., Cortese, S., Daley, D., Ferrin, M., Holtmann, M., et al. (2013). Nonpharmacological interventions for ADHD: systematic review and meta-analyses of randomized controlled trials of dietary and psychological treatments. Am. J. Psychiatry 170, 275–289. doi: 10.1176/appi.ajp.2012.12070991
46. Sonuga-Barke, E., Brandeis, D., Holtmann, M., and Cortese, S. (2014). Computer-based cognitive training for ADHD: a review of current evidence. Child Adolesc. Psychiatr. Clin. N. Am. 23, 807–824. doi: 10.1016/j.chc.2014. 05.009
47. Steenhuis, M. P., Serra, M., Minderaa, R. B., and Hartman, C. A. (2009). An internet version of the diagnostic interview schedule for children (DISC-IV): correspondence of the ADHD section with the paper-and-pencil version. Psychol. Assess. 21, 231–234. doi: 10.1037/a0015925
48. Taylor,E.,Dopfner,M.,Sergeant,J.,Asherson,P.,Banaschewski,T.,Buitelaar,J., et al. (2004). European clinical guidelines for hyperkinetic disorder-first upgrade. Eur. Child Adolesc. Psychiatry, 13(Suppl. 1), I7–30. doi: 10.1007/s00787-004-1002-x
49. Tjeenk-Kalff, A., and Krabbendam, L. (2006). Behavioural Assessment of the Dysexecutive Syndrome for Children. Enschede: Drukkerij Printpartners Ipskamp B.V.
50. van der Donk, M. L., Hiemstra-Beernink, A. C., Tjeenk-Kalff, A. C., van der Leij, A. V., and Lindauer, R. J. (2013). Interventions to improve executive functioning and working memory in school-aged children with AD(H)D: a randomised controlled trial and stepped-care approach. BMC Psychiatry 13:23. doi: 10.1186/1471-244X-13-23
51. Van der Oord, S., Prins, P. J., Oosterlaan, J., and Emmelkamp, P. M. (2008). Efficacy of methylphenidate, psychosocial treatments and their combination in school-aged children with ADHD: a meta-analysis. Clin. Psychol. Rev. 28, 783–800. doi: 10.1016/j.cpr.2007.10.007
52. van Dongen-Boomsma, M., Vollebregt, M. A., Buitelaar, J. K., and Slaats-Willemse, D. (2014). Working memory training in young children with ADHD: a randomized placebo-controlled trial. J. Child Psychol. Psychiatry 55, 886–896. doi: 10.1111/jcpp.12218
53. Verhulst, F. C., van der Ende, J., and Koot, H. M. (1996). Handleiding Child Behaviour Checklist 4-18. Rotterdam: Afdeling Kinder –en Jeugdpsychiatrie.
54. Verhulst, F. C., van der Ende, J., and Koot, H. M. (1997). Handleiding Teacher’s Report Form. Rotterdam: Afdeling Kinder –en Jeugdpsychiatrie.
55. von Bastian, C. C., and Oberauer, K. (2014). Effects and mechanisms of working memory training: a review. Psychol. Res. 78, 803–820. doi: 10.1007/s00426-013-0524-6
56. Warreyn, P., Raymaekers, R., and Roeyers, H. (2004). SCQ: Vragenlijst Sociale Communicatie. Destelbergen: Vormingsdienst SIG vzw.
57. Wechsler, D. (2005). Wechsler Intelligence Scale for Children-III-nl. Londen: Harcourt Test Publishers.
58. Wechsler, D., and Naglier, J. A. (2008). Wechsler Non Verbal-nl. Amsterdam: Pearson Assessment and Information.
59. Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, S. V., and Pennington, B. F. (2005). Validity of the executive function theory of attention-Deficit/Hyperactivity disorder: a meta-analytic review. Biol. Psychiatry 57, 1336–1346. doi: 10.1016/j.biopsych.2005. 02.006
60. Zijlstra, H. P., Kingma, A., Swaab, H., and Brouwer, W. H. (2010). Nepsy-II-nl. Enschede: Ipskamp.