The Effectiveness of Computer-Based Executive Function Training on Cognitive Characteristic and Math Achievement of Children with Attention Deficit Hyperactivity Disorder

Abstract

Introduction: Deficit in executive functions is one the main criteria of attention deficit hyperactivity disorder (ADHD). The aim of the present study was to investigate the effectiveness of executive function training on cognitive skills, ADHD symptoms, and math achievement of children with ADHD. Methods: In this semi-experimental study with a pretest-posttest design, 38 children with ADHD were selected using the non-random purposive sampling method and randomly divided into the experimental and control groups. The executive function training program was performed in 27 sessions using the CogniPlus software in the experimental group. Data were collected by the Child Behavior Checklist, Key Math test, and Tehran Stanford-Binet intelligence test. The independent t-test was used to examine differences of demographic characteristics in base line between the experimental and control groups. Also, analysis of covariance was used to examine the effectiveness of intervention. Results: The results showed that the intervention program could only increase visual-spatial skills of the children but no significant differences were observed in terms of math achievement and symptoms of ADHD. Conclusions: : Executive function training can help improve the visual-spatial ability of children with ADHD.