The effect of cognitive training on children with attention deficit and hyperactivity disorder: A meta-analysis.

IF 1.4 4区心理学 Q4 CLINICAL NEUROLOGY Applied Neuropsychology: Child Pub Date : 2024-01-23 DOI:10.1080/21622965.2024.2305874

Xiaojie Zou, Feng Yu, Qiuling Huang, Yun Huang

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Abstract

Objective: This document is a meta-analysis of randomized controlled trials that evaluated the effect of cognitive training interventions on attention deficit and hyperactivity disorder (ADHD) symptoms.

Methods: A systematic literature search was conducted using databases such as PubMed, Web of Science, and Embase from the inception of each database to April 28, 2022. Data were analyzed using Stata 15 software. The risk of bias assessment was conducted using five domains from the Cochrane Collaborations tool.

Results: A total of 10 studies with 446 children with ADHD were included. The results showed that cognitive training was effective in improving attention symptoms [SMD= -0.78 (95% CI: -1.46, -0.1)] and executive function [SMD = -0.3 (95% CI: -0.56, -0.05)] in children with ADHD compared to controls. No significant difference in the degree of improvement in hyperactivity/impulsivity with cognitive training compared to the control group [SMD = -0.65 (95% CI: -1.35, 0.05)]. In addition, subgroup analyses also found that cognitive training significantly improved attention in children with ADHD <10 years of age [SMD = -1.3 (95% CI: -2.58, -0.02)] and children with ADHD with length of training >30 days [SMD = -0.94 (95% CI: -1.81, -0.07)] compared to controls.

Conclusion: This meta-analysis found that the beneficial effects of cognitive training on attention (particularly for children with ADHD <10 years old and >30 days of training) and executive function in children with ADHD, but not on hyperactivity/impulsivity.

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认知训练对注意力缺陷和多动症儿童的影响：荟萃分析

目的：本文件是一项荟萃分析：本文对评估认知训练干预对注意力缺陷和多动障碍（ADHD）症状影响的随机对照试验进行了荟萃分析：使用PubMed、Web of Science和Embase等数据库进行了系统的文献检索，检索时间从各数据库建立之初至2022年4月28日。数据使用 Stata 15 软件进行分析。使用 Cochrane 协作工具的五个领域进行偏倚风险评估：结果：共纳入了10项研究，涉及446名ADHD患儿。结果显示，与对照组相比，认知训练能有效改善多动症儿童的注意力症状[SMD=-0.78（95% CI：-1.46，-0.1）]和执行功能[SMD=-0.3（95% CI：-0.56，-0.05）]。与对照组相比，认知训练对多动/冲动的改善程度无明显差异[SMD = -0.65 (95% CI: -1.35, 0.05)]。此外，亚组分析还发现，与对照组相比，认知训练能显著改善多动症儿童30天的注意力[SMD = -0.94 (95% CI: -1.81, -0.07)]：这项荟萃分析发现，认知训练对多动症儿童的注意力（尤其是训练 30 天的多动症儿童）和执行功能有益处，但对多动/冲动没有益处。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Applied Neuropsychology: Child CLINICAL NEUROLOGY-PSYCHOLOGY

CiteScore

4.00

自引率

5.90%

发文量

期刊介绍： Applied Neuropsychology: Child publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation in children. Full-length articles and brief communications are included. Case studies of child patients carefully assessing the nature, course, or treatment of clinical neuropsychological dysfunctions in the context of scientific literature, are suitable. Review manuscripts addressing critical issues are encouraged. Preference is given to papers of clinical relevance to others in the field. All submitted manuscripts are subject to initial appraisal by the Editor-in-Chief, and, if found suitable for further considerations are peer reviewed by independent, anonymous expert referees. All peer review is single-blind and submission is online via ScholarOne Manuscripts.