scholarly journals The Effect of Computer-Assisted Cognitive Rehabilitation on Working Memory in Children with ADHD

2019 ◽  
Vol 13 (1) ◽  
pp. 183-205 ◽  
Author(s):  
Somaye Robatmili
Keyword(s):  
Working Memory ◽  
Cognitive Rehabilitation ◽  
Computer Assisted ◽  
Children With Adhd

Clinical and Neuropsychological Profile in a Sample of Brazilian Children with Attention Deficit Hyperactivity Disorders (ADHD)

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1
Author(s):  
S. Rizzutti ◽  
E.G. Sinnes ◽  
L.F. Coelho ◽  
L. Freitas ◽  
D. Pinheiro ◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Rehabilitation ◽  
Performance Test ◽  
Memory Performance ◽  
Motor Planning ◽  
Continuous Performance Test ◽  
Diagnostic Procedures ◽  
Children With Adhd ◽  
Neuropsychological Profile ◽  
Brazilian Children

The main objective of this study was to analyse the clinical and neuropsychological profile of a sample of Brazilian children with ADHD, in order to contribute for diagnostic procedures. Participants were 150 children aged 7 to 14 with complaints of attention difficulties and/or hyperactivity. They were assessed by a multidisciplinary team with a battery of neuropsychological tests.Results:75 children (55 male) fulfilled the criteria for ADHD: 35 of inattentive type, 28 of combined type and 12 hyperactive/impulsive. In addition, 33 (44%) of the children had comorbities. Children with higher scores for hyperactivity and impulsivity showed low performance in these working memory measures than those with other types. In the Conners’ Continuous Performance Test (CPT), a higher rate of omissions was found in the inattentive group. Children with comorbidity of oppositional desafiant disorder presented lower ISI and Hit RT scores in addition to higher rates of omission.Conclusion:This study suggests that neuropsychological profile in children with ADHD is associated to specific differences in working memory performance and also in specific measures of the CPT. In addition, better defined tests, involving not only attention and motor planning may determine different neuropsychological profiles and, consequently, different approaches in cognitive rehabilitation.

scholarly journals Effectiveness of computerized motion-based cognitive rehabilitation on improvement of working memory of children with ADHD

2019 ◽  
Vol 29 (2) ◽  
pp. 171-180 ◽  
Author(s):  
Fatemeh Jalili ◽  
Vahid Nejati ◽  
Hasan Ahadi ◽  
Seyed Ali Katanforosh ◽  
◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Rehabilitation ◽  
Children With Adhd

Cognitive rehabilitation program to improve cognition of cancer patients treated with chemotherapy: A randomized controlled multicenter trial.

2019 ◽  
Vol 37 (15_suppl) ◽  
pp. 11521-11521
Author(s):  
Mélanie Dos Santos ◽  
Olivier Rigal ◽  
Isabelle Léger ◽  
Idlir Licaj ◽  
Sarah Dauchy ◽  
...  
Keyword(s):  
Working Memory ◽  
Cancer Patients ◽  
Cognitive Rehabilitation ◽  
Cognitive Stimulation ◽  
Computer Assisted ◽  
Cognitive Complaint ◽  
Significant Difference ◽  
Group A ◽  
Group B ◽  
The Impact

11521 Background: Cognitive impairment induced by cancer chemotherapy (CT) has been identified as an important side-effect with negative impact on quality of life (QoL) without specific treatment. We evaluated the impact of computer-assisted cognitive rehabilitation (CR) on cognitive complaint, objective cognitive dysfunction and QoL among cancer patients treated with CT. Methods: We included cancer patients with cognitive complaint occurring during CT or within 5 years of the end of CT. Patients were randomly assigned in a 1:1:1 ratio to face-to-face CR with a neuropsychologist (group A), home cognitive exercises (group B) or phone follow-up (group C) with 9 sessions over 3 months. Cognition was assessed by the Functional Assessment of Cancer Therapy Cognitive Function (FACT-Cog) completed by a neuropsychological battery of test and QoL assessment by the FACT-General (FACT-G). The primary endpoint was the proportion of patients with 7-point improvement in the perceived cognitive impairments (PCI) of the FACT-Cog between baseline (T0) and the end of the program (T3). Results: 167 patients were enrolled, median age was 50 years [43-59] and 96% were women with mainly breast cancer. Compliance rate with completion of all sessions was 76, 61 and 75% respectively. Proportion of patients with 7-point PCI improvement were 73, 55 and 56% without reaching the statistically significant difference between group A and B (p = 0.07) and group A and C (p = 0.08). The mean difference in PCI score were 17, 10 and 10 (p = 0.03). Patients with CR improved their working memory with significant difference between group A and C (1.4 versus 0.3, p < 0.001) but not between group A and B (1.4 versus 1.1, p = 0.43). There was a significant impact of CR on the FACT-Cog subscale score of QoL (p = 0.01) in favor of the group A, but not on the different dimensions of the FACT-G. Patients in group A presented improvement in depression compared to group B and C: -6.5 versus -1.7 and -2.3 (p = 0.03). Conclusions: CR with a neuropsychologist improves cognitive complaint. Cognitive stimulation showed improvements in working memory. CR was associated with better QoL linked to cognitive disorders and lower levels of depression. Clinical trial information: NCT01788618.

Shared Predictors of Academic Achievement in Children with ADHD: A Multi-Sample Study

2021 ◽  
pp. 108705472110120
Author(s):  
Kelly D. Carrasco ◽  
Chi-Ching Chuang ◽  
Gail Tripp
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Word Reading ◽  
Spatial Working Memory ◽  
Verbal Working Memory ◽  
The United States ◽  
Children With Adhd ◽  
Visual Spatial ◽  
Visual Spatial Working Memory ◽  
Predictors Of Academic Achievement

Objective: To identify common and shared predictors of academic achievement across samples of children with ADHD. Method: Two clinically referred samples from New Zealand (1 n = 88, 82% boys; 2 n = 121, 79% boys) and two community samples from the United States (3 n = 111, 65% boys; 4 n = 114, 69% boys), completed similar diagnostic, cognitive and academic assessments. Hierarchical multiple regression analyses identified significant predictors of word reading, spelling, and math computation performance in each sample. Results: Entered after IQ, semantic language, age at testing, and verbal working memory emerged as consistent predictors of achievement across academic subjects and samples. Visual-spatial working memory contributed to variance in math performance only. Symptom severity explained limited variance. Conclusions: We recommend evaluations of children with ADHD incorporate assessments of working memory and language skills. Classroom/academic interventions should accommodate reduced working memory and address any identified language weaknesses.

Good Holders, Bad Shufflers: An Examination of Working Memory Processes and Modalities in Children with and without Attention-Deficit/Hyperactivity Disorder

2015 ◽  
Vol 22 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Ashley N. Simone ◽  
Anne-Claude V. Bédard ◽  
David J. Marks ◽  
Jeffrey M. Halperin
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Working Memory ◽  
Attention Deficit ◽  
Digit Span ◽  
Specific Pattern ◽  
Significant Group ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Group Condition ◽  
Visual Spatial

AbstractThe aim of this study was to examine working memory (WM) modalities (visual-spatial and auditory-verbal) and processes (maintenance and manipulation) in children with and without attention-deficit/hyperactivity disorder (ADHD). The sample consisted of 63 8-year-old children with ADHD and an age- and sex-matched non-ADHD comparison group (N=51). Auditory-verbal and visual-spatial WM were assessed using the Digit Span and Spatial Span subtests from the Wechsler Intelligence Scale for Children Integrated - Fourth Edition. WM maintenance and manipulation were assessed via forward and backward span indices, respectively. Data were analyzed using a 3-way Group (ADHD vs. non-ADHD)×Modality (Auditory-Verbal vs. Visual-Spatial)×Condition (Forward vs. Backward) Analysis of Variance (ANOVA). Secondary analyses examined differences between Combined and Predominantly Inattentive ADHD presentations. Significant Group×Condition (p=.02) and Group×Modality (p=.03) interactions indicated differentially poorer performance by those with ADHD on backward relative to forward and visual-spatial relative to auditory-verbal tasks, respectively. The 3-way interaction was not significant. Analyses targeting ADHD presentations yielded a significant Group×Condition interaction (p=.009) such that children with ADHD-Predominantly Inattentive Presentation performed differentially poorer on backward relative to forward tasks compared to the children with ADHD-Combined Presentation. Findings indicate a specific pattern of WM weaknesses (i.e., WM manipulation and visual-spatial tasks) for children with ADHD. Furthermore, differential patterns of WM performance were found for children with ADHD-Predominantly Inattentive versus Combined Presentations. (JINS, 2016, 22, 1–11)

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