Veloso Andreia, Vicente Selene G, Filipe Marisa G
Faculty of Psychology and Education Sciences, Centre for Psychology, University of Porto, Porto, Portugal.
Front Psychol. 2020 Jan 14;10:2983. doi: 10.3389/fpsyg.2019.02983. eCollection 2019.
Problems with executive functions (EF) are hallmark characteristics of Attention Deficit/Hyperactivity Disorder (ADHD). Therefore, this review analyzed the efficacy of cognitive training for EF in reducing ADHD symptomatology and improving educational, interpersonal, and occupational outcomes in children and adolescents with this disorder. A systematic search, using a PICO (population/participant, intervention/indicator, comparator/control, outcome) framework was carried out. From 2008 to 2018, resorting to EBSCO, the following databases were searched: Academic Search Complete, ERIC, MEDLINE with Full Text, PsycARTICLES, PsycINFO, and Psychology and Behavioral Sciences Collection. Twenty-two studies were included in this review. Of the 18 studies that reported performance-based measures of EF, 13 found improvements and five did not. Overall, 17 studies showed positive transfer effects on ADHD symptomatology, EF, academic improvement, reduced off-task behavior, and/or enhanced social skills. Of the nine studies that performed follow-up sessions, seven concluded that the treatment effects were maintained over time. In sum, results showed that cognitive training can be an effective intervention for children and adolescents with ADHD and might be a complementary treatment option for this disorder.
执行功能（EF）问题是注意力缺陷/多动障碍（ADHD）的标志性特征。因此，本综述分析了针对执行功能的认知训练在减少ADHD症状以及改善患有该障碍的儿童和青少年的教育、人际和职业成果方面的疗效。采用PICO（人群/参与者、干预措施/指标、对照/控制、结果）框架进行了系统检索。在2008年至2018年期间，借助EBSCO检索了以下数据库：《学术搜索完整版》《教育资源信息中心》《全文医学期刊数据库》《心理学文摘》《心理学文摘数据库》以及《心理学与行为科学合集》。本综述纳入了22项研究。在18项报告了基于表现的执行功能测量的研究中，13项发现有改善，5项未发现。总体而言，17项研究表明对ADHD症状、执行功能、学业进步、减少任务外行为和/或增强社交技能有积极的迁移效应。在9项进行了随访的研究中，7项得出结论认为治疗效果随时间得以维持。总之，结果表明认知训练对于患有ADHD的儿童和青少年可能是一种有效的干预措施，并且可能是该障碍的一种补充治疗选择。
