Central executive training for ADHD: Effects on academic achievement, productivity, and success in the classroom.

OBJECTIVE

Central executive training (CET) is a "Level 2" evidence-based treatment for improving ADHD-related executive dysfunction and behavioral symptoms, but the extent to which these gains extend to the disorder's well-documented academic difficulties is unknown.

METHOD

Across two clinical trials, 108 children with attention-deficit/hyperactivity disorder (ADHD) 8-13 years old ( = 10.29, = 1.50; 32 girls; 75% White/Non-Hispanic) were treated with CET ( = 52), inhibitory control training (ICT; = 29), or gold-standard behavioral parent training (BPT; = 27).

RESULTS

CET was superior to BPT and ICT ( = 0.62-0.88) for improving masked teacher perceptions of academic success, impulse control, and academic productivity at 1-2 months posttreatment. At 2-4-month follow-up, CET ( = 0.76) and ICT ( = 0.54) were superior to BPT for improving objectively-tested academic achievement overall (reading comprehension, math problem-solving, language comprehension), and CET was superior to ICT ( = 0.56) for improving math problem-solving. The significant benefits of CET on academic success, academic productivity, reading comprehension, and math problem-solving replicated across both trials and were clinically significant as evidenced by low number needed to treat estimates (Needed to Treat; NNT = 3-7) and significantly higher proportions of individual cases demonstrating reliable improvements in academic success/productivity (33%-36% vs. 0%-18%) and achievement (38%-72% vs. 18%-54%) across outcomes (all ≤ .01).

CONCLUSIONS

Results across the two trials provide strong support for the efficacy of CET for ADHD, and are consistent with model-driven hypotheses that academic difficulties in ADHD are due, in part, to these children's underdeveloped executive functioning abilities. (PsycInfo Database Record (c) 2022 APA, all rights reserved).