Improving cognitive function in Chinese children with ADHD and/or RD through computerized working memory training

Abstract

Abstract Background Prior research has found that children with attention-deficit hyperactivity disorder (ADHD) and reading difficulties (RD) are at an elevated risk of developing further cognitive deficits and developmental challenges [1]. ADHD and RD are characterized by a deficit in working memory, which negatively affects learning and behavior. The main aims of this study were to design a working memory training app and examine its effectiveness through a 5-week training program in Chinese children with ADHD and/or RD. Methods There were three experimental groups, with 26 participants in the ADHD group, 38 participants in the RD group, and 24 participants in the ADHD + RD group. The typically developing (TD) control group had 32 participants. All participants completed the pretest and posttest assessments on executive function and reading performance. Results The findings indicate that the experimental groups improved performance in verbal and visual-spatial working memory as well as Chinese word reading. There was an overall reduction in functional impairment following the training, in contrast to the TD group. Conclusion This study showed that working memory can be improved through computerized training in children with ADHD and/or RD. The implications of future research in working memory are discussed. Trial registration Clinical Trials Identifier: NCT06567444 (retrospectively registered) on 20 August 2024.

Keywords

• ADHD
• Dyslexia
• Executive function
• Intervention
• Training app
• Working memory