Departamento de Psicología Evolutiva y de la Educación, University of Valencia, Valencia, Spain.
J Learn Disabil. 2013 Jul-Aug;46(4):363-76. doi: 10.1177/0022219411427349. Epub 2011 Nov 7.
The purpose of this study was to analyze the effects of an intensive psychosocial intervention on the executive functioning (EF) in children with ADHD. The treatment was carried out in a coordinated manner over a period of 10 weeks with 27 children with ADHD aged 7 to 10, their parents, and their teachers. A battery of neuropsychological tasks was applied to evaluate attention, interference control, verbal and visuospatial working memory, planning ability, and flexibility. The comparative analysis of the treated group of ADHD children and an untreated ADHD group showed significant differences that were especially important in visuospatial memory and planning in favor of the treated children, even when the scores in the pretreatment phase were included as covariables. Likewise, improvements were observed in the parents' and teachers' behavioral ratings of hyperactivity or impulsivity and inattention. The conclusion was drawn that psychosocial interventions with children with ADHD can have a positive effect on some executive functions.
本研究旨在分析强化心理社会干预对 ADHD 儿童执行功能（EF）的影响。该治疗在 10 周的时间内以协调的方式进行，共涉及 27 名 7 至 10 岁的 ADHD 儿童、他们的父母和他们的老师。采用一系列神经心理学任务来评估注意力、干扰控制、言语和视空间工作记忆、计划能力和灵活性。对接受治疗的 ADHD 儿童组和未接受治疗的 ADHD 儿童组进行的对比分析显示，治疗组的差异非常显著，尤其是在视空间记忆和计划方面对治疗儿童有利，即使在将治疗前阶段的分数作为协变量纳入分析时也是如此。此外，在父母和老师对多动或冲动和注意力不集中的行为评定方面也观察到了改善。结论是，对 ADHD 儿童进行心理社会干预可以对某些执行功能产生积极影响。
