Department of Psychology, Ohio State University, Columbus, OH 43210-2951, USA.
J Clin Child Adolesc Psychol. 2010;39(6):825-36. doi: 10.1080/15374416.2010.517162.
This study assessed the efficacy of a 5-week, intensive working memory training program for 52 children and adolescents (ages 7-17) who had Attention-Deficit/Hyperactivity Disorder (ADHD) and other comorbid diagnoses. This study provided a treatment replication since the waitlist control group also completed training and was included in the follow-up data analyses. Parents and teachers completed paper-and-pencil measures of working memory, executive functioning, and ADHD symptoms at baseline, posttreatment, and 4-month follow-up. Parent ratings indicated that participants improved on inattention, overall number of ADHD symptoms, initiation, planning/organization, and working memory. Teacher ratings approached significance at posttreatment and at 4-month follow-up on and Initiate scale. Working memory training appears promising as an intervention in improving executive functioning and ADHD symptoms.
本研究评估了一项为期 5 周的集中工作记忆训练计划对 52 名患有注意力缺陷多动障碍（ADHD）和其他合并症诊断的儿童和青少年（7-17 岁）的疗效。由于候补对照组也完成了培训并包含在随访数据分析中，因此本研究提供了治疗复制。父母和教师在基线、治疗后和 4 个月随访时完成了工作记忆、执行功能和 ADHD 症状的纸笔测量。家长的评价表明，参与者在注意力不集中、总体 ADHD 症状数量、启动、计划/组织和工作记忆方面有所改善。教师的评价在治疗后和 4 个月随访时在启动量表上接近显著。工作记忆训练似乎是一种有前途的干预措施，可以改善执行功能和 ADHD 症状。
