Treino Computadorizado e Não Computadorizado de Funções Executivas para Crianças e Adolescentes com TDAH: Revisão Sistemática
Estimulação executiva no TDAH
Mots-clés :
treinamento cognitivo, neuropsicologia, Transtorno do Déficit de Atenção com Hiperatividade, crianças, adolescentes.Résumé
Este estudo teve como objetivo identificar quais os componentes de funções executivas são mais comumente estimulados em crianças e adolescentes com Transtorno de Déficit de Atenção e Hiperatividade (TDAH) e verificar a presença de treinos cognitivos computadorizados e não computadorizados descritos na literatura neuropsicológica. Foi realizada uma revisão de escopo utilizando os bancos de dados relevantes de psicologia e ciência da computação: ACM, IEEE, ERIC, PsycINFO e Medline. Sessenta estudos foram incluídos. Notou-se um predomínio de estudos que utilizaram treinamento cognitivo computadorizado e também uma predominância no estímulo à memória de trabalho e ao controle inibitório. Intervenções na modalidade computadorizada foram em grande parte associadas a melhoria de desempenho cognitivo. Ademais intervenções que possibilitavam interação humana foram comumente relatadas como efetivas na melhora de sintomas de TDAH. Nenhum dos estudos analisados foram realizados na América Latina. Destaca-se a necessidade de países latino-americanos investirem em intervenções de estimulação de funções executivas por meio de recursos tecnológicos adaptados para as crianças nativas destes países.
Références
Ackermann, S., Halfon, O., Fornari, E., Urben, S., & Bader, M. (2018). Cognitive Working Memory Training (CWMT) in adolescents suffering from Attention-Deficit/Hyperactivity Disorder (ADHD): A controlled trial taking into account concomitant medication effects. Psychiatry research, 269, 79–85. https://doi.org/10.1016/j.psychres.2018.07.036
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5 ed.). Washington, DC.
Arnett, A. B., Pennington, B. F., Willcutt, E. G., DeFries, J. C., & Olson, R. K. (2015). Sex differences in ADHD symptom severity. Journal of Child Psychology and Psychiatry, 56 (6), 632–639. https://doi.org/10.1111/jcpp.12337
Azami, S., Moghadas, A., Sohrabi‐Esmrood, F., Nazifi, M., Hemmati, M. M., Ahmadi, A., et al. (2016). A pilot randomized controlled trial comparing computer‐assisted cognitive rehabilitation, stimulant medication, and an active control in the treatment of ADHD. Child and Adolescent Mental Health, 21 (4), 217–224. https://doi.org/10.1111/camh.12157
Barkley R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: constructing a unifying theory of ADHD. Psychological bulletin, 121 (1), 65–94. https://doi.org/10.1037/0033-2909.121.1.65
Barkley, R. A., Anastopoulos, A. D., Guevremont, D. C., & Fletcher, K. E. (1992). Adolescents with attention deficit hyperactivity disorder: Mother-adolescent interactions, family beliefs and conflicts, and maternal psychopathology. Journal of Abnormal Child Psychology, 20 (3), 263–288. https://doi.org/10.1007/BF00916692
Beck, S. J., Hanson, C. A., Puffenberger, S. S., Benninger, K. L., & Benninger, W. B. (2010). A Controlled Trial of Working Memory Training for Children and Adolescents with ADHD. Journal of Clinical Child & Adolescent Psychology, 39 (6), 825-836. https://doi.org/10.1080/15374416.2010.517162
Bikic, A., Christensen, T. Ø., Leckman, J. F., Bilenberg, N., & Dalsgaard, S. (2017). A double-blind randomized pilot trial comparing computerized cognitive exercises to Tetris in adolescents with attention-deficit/hyperactivity disorder. Nordic Journal of Psychiatry, 71 (6), 455-464. https://doi.org/10.1080/08039488.2017.1328070
Bikic, A., Leckman, J. F., Christensen, T. Ø., Bilenberg, N., & Dalsgaard, S. (2018). Attention and executive functions computer training for attention-deficit/hyperactivity disorder (ADHD): results from a randomized, controlled trial. European Child & Adolescent Psychiatry, 27 (12), 1563–1574.
Calderaro, M. M., Moreno, M. T. V., Cordeiro de, V. M., & Silva, C. A. (2003). Jogos eletrônicos: apreensão de estratégias de aprendizagem. Revista Brasileira em Promoção da Saúde, 16 (2), 39-48. https://doi.org/10.5020/18061230.2003.p39
Capodieci, A., Gola, M. L., Cornoldi, C., & Re, A. M. (2017). Effects of a working memory training program in preschoolers with symptoms of attention-deficit/hyperactivity disorder. Journal of Clinical and Experimental Neuropsychology, 40 (1), 17-29. https://doi.org/10.1080/13803395.2017.1307946
Capodieci, A., Re, A. M., Fracca, A., Borella, E., & Carretti, B. (2019). The efficacy of a training that combines activities on working memory and metacognition: Transfer and maintenance effects in children with ADHD and typical development. Journal of clinical and experimental neuropsychology, 41(10), 1074–1087. https://doi.org/10.1080/13803395.2019.1651827
Chacko, A., Bedard, A., Marks, D., Gopalan, G., Feirsen, N., Uderman, J., et al. (2017). Sequenced neurocognitive and behavioral parent training for the treatment of ADHD in school-age children. A Journal on Normal and Abnormal Development in Childhood and Adolescence, 24 (4), 427-450. https://doi.org/10.1080/09297049.2017.1282450
Chacko, A., Feirsen, N., Bedard, A.-C., Marks, D., Uderman, J. Z., &Chimiklis, A. (2014). Cogmed Working Memory Training for Youth with ADHD: A Closer Examination of Efficacy Utilizing Evidence-Based Criteria. Journal of Clinical Child & Adolescent Psychology, 42 (6), 769–783. https://doi.org/10.1080/15374416.2013.787622
Chaimaha, N., Sriphetcharawut, S., Lersilp, S., &Chinchai, S. (2017). Effectiveness of therapeutic programs for students with ADHD with executive function deficits. Journal of Occupational Therapy, Schools, & Early Intervention, 10 (4), 436-456. https://doi.org/10.1080/19411243.2017.1359131
Chevalier, N., Parent, V., Rouillard, M., Simard, F., Guay, M.-C., & Verret, C. (2017). The Impact of a Motor-Cognitive Remediation Program on Attentional Functions of Preschoolers With ADHD Symptoms. Journal of Attention Disorders, 21 (13), 1121-1129. https://doi.org/10.1177/1087054712468485
Coleman, B., Marion, S., Rizzo, A., Turnbull, J., & Nolty, A. (2019). Virtual Reality Assessment of Classroom - Related Attention: An Ecologically Relevant Approach to Evaluating the Effectiveness of Working Memory Training. Frontiers in psychology, 10, 1851. https://doi.org/10.3389/fpsyg.2019.01851
Corso, L. V., & Dorneles, B. V. (2015). Memória de Trabalho, Raciocínio Lógico e Desempenho em Aritmética e Leitura. Ciências & Cognição, 20 (2).
Cortese et al. (2014). Cognitive training for Attention-Deficit/Hyperactivity Disorder: Meta-analysis of clinical and neuropsychological outcomes from randomized controlled trials. Journal of the American Academy of Child and Adolescent Psychiatry, 4(3), 164–174. https://doi.org/10.1016/j.jaac.2014.12.010
Cosper, S. M., Lee, G. P., Peters, S. B., & Bishop, E. (2009). Interactive Metronome training in children with attention deficit and developmental coordination disorders. International Journal of Rehabilitation Research, 32 (4), 331-336. https://doi.org/10.1097/MRR.0b013e328325a8cf
Dahlin, K. I. (2013). Working Memory Training and the Effect on Mathematical Achievement in Children with Attention Deficits and Special Needs. Journal of Education and Learning, 2 (1), 118-133. https://doi.org/10.5539/jel.v2n1p118
Dalsgaard, S., Mortensen, P. B., Frydenberg, M., & Thomsen, P. H. (2013). Long‐term criminal outcome of children with attention deficit hyperactivity disorder. Criminal Behaviour and Mental Health, 23 (2), 86-98. https://doi.org/10.1002/cbm.1860
Dalsgaard, S., Mortensen, P. B., Frydenberg, M., & Thomsen, P. H. (2014). ADHD, stimulant treatment in childhood and subsequent substance abuse in adulthood - a naturalistic long-term follow-up study. Addictive Behaviors, 39, 325–328. https://doi.org/10.1016/j.addbeh.2013.09.002
Davis, N. O., Bower, J., &Kollins, S. H. (2018). Proof-of-concept study of an at-home, engaging, digital intervention for pediatric ADHD. PLOS ONE, 13 (1), 1-19. https://doi.org/10.1371/journal.pone.0189749
Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135-168. https://doi.org/10.1146/annurev-psych-113011-143750
Diamond, A. (2016). Why improving and assessing executive functions early in life is critical. In J. A. Griffin, P. McCardle, & L. S. Freund (Eds.), Executive function in preschool-age children: Integrating measurement, neurodevelopment, and translational research (p. 11–43). American Psychological Association. https://doi.org/10.1037/14797-002
Dias, N., & Seabra, A. G. (2013). Funções Executivas: desenvolvimento e intervenção. Temas sobre Desenvolvimento, 19 (107), 206-212.
Dovis, S., Maric, M., Prins, P., & Van der Oord, S. (2019). Does executive function capacity moderate the outcome of executive function training in children with ADHD? Attention deficit and hyperactivity disorders, 11(4), 445–460. https://doi.org/10.1007/s12402-019-00308-5
DuPaul G. J. (2018). Promoting Success Across School Years for Children With Attention-Deficit/Hyperactivity Disorder: Collaborative School-Home Intervention. Journal of the American Academy of Child and Adolescent Psychiatry, 57(4), 231–232. https://doi.org/10.1016/j.jaac.2018.02.001
Egeland, J., Aarlien, A. K., & Saunes, B.-K. (2013). Few Effects of Far Transfer of Working Memory Training in ADHD: A Randomized Controlled Trial. PLOS ONE, 8 (10), 1-9. https://doi.org/10.1371/journal.pone.0075660
Estrada-Plana, V., Esquerda, M., Mangues, R., March-Llanes, J., & Moya-Higueras, J. (2019). A Pilot Study of the Efficacy of a Cognitive Training Based on Board Games in Children with Attention-Deficit/Hyperactivity Disorder: A Randomized Controlled Trial. Games for health journal, 8(4), 265–274. https://doi.org/10.1089/g4h.2018.0051
Faraone, S., &Buitelaar, J. (2010). Comparing the efficacy of stimulants for ADHD in children and adolescents using meta-analysis. European Child & Adolescent Psychiatry, 19 (4), 353-364. https://doi.org/10.1007/s00787-009-0054-3
Fosco, W. D., Kofler, M. J., Alderson, R. M., Tarle, S. J., Raiker, J. S., & Sarver, D. E. (2019). Inhibitory Control and Information Processing in ADHD: Comparing the Dual Task and Performance Adjustment Hypotheses. Journal of Abnormal Child Psychology, 47(6), 961–974. https://doi.org/10.1007/s10802-018-0504-9
Gazzaniga, M., Ivry, R., & Mangun, G. (2002). Cognitive Neuro-science. The Biology of the Mind (2 ed.). New York: Norton.
Gerber, W.-D., Müller, G. G.-v., Andrasik, F., Niederberger, U., Siniatchkin, M., Kowalski, J. T., et al. (2012). The impact of a multimodal Summer Camp Training on neuropsychological functioning in children and adolescents with ADHD: an exploratory study. Child Neuropsychology, 18 (3), 242–255. https://doi.org/10.1080/09297049.2011.599115
Gibson, B. S., Gondoli, D. M., Johnson, A. C., & Robison, M. K. (2014). Recall initiation strategies must be controlled in training studies that use immediate free recall tasks to measure the components of working memory capacity across time. Child Neuropsychology, 20 (5), 539–556. https://doi.org/10.1080/09297049.2013.826185
Gibson, B. S., Gondoli, D. M., Johnson, A. C., Steeger, C. M., Dobrzenski, B. A., & Morrissey, R. A. (2011). Component analysis of verbal versus spatial working memory training in adolescents with ADHD: A randomized, controlled trial. Child Neuropsychology, 17 (6), 546–563. https://doi.org/10.1080/09297049.2010.551186
Gioia, G. A., Isquith, P. K., & Guy, S. C. (2001). Assessment of executive functions in children with neurological impairment. In: R. J. Simeonsson, & L. Rosenthal, Psychological and developmental assessment: Children with disabilities and chronic conditions (pp. 317-356). New York: Guilford Press.
Green, C. T., Long, D. L., Green, D., Iosif, A.-M., Dixon, J. F., Miller, M. R., et al. (2012). Will working memory training generalize to improve off-task behavior in children with attention-deficit/hyperactivity disorder? Neurotherapeutics, 9 (3), 639-648. https://doi.org/10.1007%2Fs13311-012-0124-y
Halperin, J. M., Marks, D. J., Bedard, A.-C. V., Chacko, A., Curchack, J. T., Yoon, C. A., et al. (2012). Training executive, attention, and motor skills: a proof-of-concept study in preschool children with ADHD. Journal of Attention Disorders, 17 (8), 711–721. https://doi.org/10.1177/1087054711435681
Hannesdottir, D. K., Ingvarsdottir, E., &Bjornsson, A. (2017). The OutSMARTers Program for Children With ADHD. Journal of Attention Disorders, 21 (4), 353–364. https://doi.org/10.1177/1087054713520617
Hewitt, K. C., Block, C., Bellone, J. A., Dawson, E. L., Garcia, P., Gerstenecker, A., Grabyan, J. M., Howard, C., Kamath, V., LeMonda, B. C., Margolis, S. A., McBride, W. F., Salinas, C. M., Tam, D. M., Walker, K. A., & Del Bene, V. A. (2022). Diverse experiences and approaches to tele neuropsychology: Commentary and reflections over the past year of COVID-19. The Clinical neuropsychologist, 1–16. https://doi.org/10.1080/13854046.2022.2027022
Hoekzema, E., Carmona, S., Tremols, V., Gispert, J. D., Guitart, M., Fauquet, J., et al. (2010). Enhanced Neural Activity in Frontal and Cerebellar Circuits After Cognitive Training in Children with Attention-Deficit/Hyperactivity Disorder. Human Brain Mapping, 3 (1), 1942–1950. https://doi.org/10.1002/hbm.20988
Holmes, J., Gathercole, S., & Dunning, D. L. (2009). Adaptive training leads to sustained enhancement of poor working memory in children. Developmental Science, 12 (4), 9–15. https://doi.org/10.1111/j.1467-7687.2009.00848.x
Horowitz-Kraus, T. (2015). Differential effect of cognitive training on executive functions and reading abilities in children with ADHD and in children with ADHD comorbid with reading difficulties. Journal of Attention Disorders, 19 (6), 515-526. https://doi.org/10.1177/1087054713502079
Hovik, K. T., Saunes, B.-K., Aarlien, A. K., & Egeland, J. (2013). RCT of Working Memory Training in ADHD: Long-Term Near-Transfer Effects. PLOS ONE, 8 (12), 1-9. https://doi.org/10.1371%2Fjournal.pone.0080561
Jahangard, L., Akbarian, S., Haghighi, M., Ahmadpanah, M., Keshavarzi, A., Bajoghli, H., Sadeghi Bahmani, D., Holsboer-Trachsler, E., & Brand, S. (2017). Children with ADHD and symptoms of oppositional defiant disorder improved in behavior when treated with methylphenidate and adjuvant risperidone, though weight gain was also observed - Results from a randomized, double-blind, placebo-controlled clinical trial. Psychiatry research, 251, 182–191. https://doi.org/10.1016/j.psychres.2016.12.010
Johnstone, S. J., Roodenrys, S., Blackman, R., Johnston, E., Loveday, K., Mantz, S., et al. (2012). Neurocognitive training for children with and without AD/HD. ADHD Attention Deficit and Hyperactivity Disorders, 4 (1), 11-23. https://doi.org/10.1007/s12402-011-0069-8
Johnstone, S. J., Roodenrys, S., Phillips, E., Watt, A. J., & Mantz, S. (2010). A pilot study of combined working memory and inhibition training for children with AD/HD. ADHD Attention Deficit and Hyperactivity Disorders, 2 (1), 31-42. https://doi.org/10.1007/s12402-009-0017-z
Jones, M. R., Katz, B., Buschkuehl, M., Jaeggi, S. M., & Shah, P. (2020). Exploring N-Back Cognitive Training for Children With ADHD. Journal of attention disorders, 24(5), 704–719. https://doi.org/10.1177/1087054718779230
Jonkman, L. M., Hurks, P. P., &Schleepen, T. M. (2016). Effects of memory strategy training on performance and event-related brain potentials of children with ADHD in an episodic memory task. Neuropsychological Rehabilitation, 26 (5-6), 910– 941. https://doi.org/10.1080/09602011.2015.1070735
Jurjadeh, S. R., Mashhadi, A., Tabibi, Z., &Kheirkhah, F. (2016). Effectiveness of Executive Functions Training Based on Daily Life on Executive Functioning in Children with Attention Deficit/ Hyperactivity Disorder. Journal of Advances in Cognitive Sciences, 18 (1), 68-78. https://doi.org/10.4103/0366-6999.200541
Karbach, J., & Kray, J. (2009). How useful is executive control training? Age differences in near and far transfer of task-switching training. Developmental Science, 12 (6), 978–990. https://doi.org/10.1111/j.1467-7687.2009.00846.x
Kermani, F. K., Mohammadi, M. R., Yadegari, F., Haresabadi, F., & Sadeghi, S. M. (2016). Working Memory Training in the Form of Structured Games in Children with Attention Deficit Hyperactivity Disorder. Iranian Journal of Psychiatry, 11 (4), 224–233.
Knight, L. A., Rooney, M., & Chronis-Tuscano, A. (2008). Psychosocial treatments for attention-deficit/hyperactivity disorder. Current Psychiatry Reports, 10 (5), 412-418. https://doi.org/10.1007/s11920-008-0066-6
Kofler, M. J., Irwin, L. N., Soto, E. F., Groves, N. B., Harmon, S. L., & Sarver, D. E. (2019). Executive Functioning Heterogeneity in Pediatric ADHD. Journal of Abnormal Child Psychology , 1-14. https://doi.org/10.1007/s10802-018-0438-2
Kray, J., Karbach, J., Haenig, S., & Freitag, C. (2012). Can task-switching training enhance executive control functioning in children with attention deficit/-hyperactivity disorder? Frontiers in Human Neuroscience, 5, 1-9. https://doi.org/10.3389%2Ffnhum.2011.00180
Lampit, A., Hallock, H., & Valenzuela, M. (2014). Computerized cognitive training in cognitively healthy older adults: a systematic review and meta-analysis of effect modifiers. PLoS medicine, 11(11), e1001756. https://doi.org/10.1371/journal.pmed.1001756
Lan, Y. T., Liu, X. P., & Fang, H. S. (2020). Randomized control study of the effects of executive function training on peer difficulties of children with attention-deficit/hyperactivity disorder C subtype. Applied neuropsychology: Child, 9(1), 41–55. https://doi.org/10.1080/21622965.2018.1509003
Lezak, M. D. (1995). Neuropsychological Assessment (4 ed.). Nova York: Oxford University Press.
Loe, I. M., & Feldman, H. M. (2007). Academic and Educational Outcomes of Children With ADHD. Journal of Pediatric Psychology, 32 (6), 643-654. https://doi.org/10.1016/j.ambp.2006.05.005
Mahmoodi F., Kashani-Vahid L., Moradi H. & Yekta-Parast A. (2019). A Cognitive-Sensory-Motor Gamepad for Therapy of Children with ADHD. 2019 International Serious Games Symposium (ISGS). 25-29. https://doi.org/10.1109/ISGS49501.2019.9047013.
Maleki, Z. H., Mashhadi, A., Soltanifar, A., Moharreri, F., & Ghamanabad, A. G. (2014). Barkley's Parent Training Program, Working Memory Training and their Combination for Children with ADHD: Attention Deficit Hyperactivity Disorder. Iranian Journal of Psychiatry, 9 (2), 47-54.
Melby-Lervåg, M., & Hulme, C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology, 49, 270–291. https://doi.org/10.1037/a0028228
Mezzacappa, E., & Buckner, J. C. (2010). Working Memory Training for Children with Attention Problems or Hyperactivity: A School-Based Pilot Study. School Mental Health, 2 (4), 202–208. https://doi.org/10.1007/s12310-010-9030-9
Minder, F., Zuberer, A., Brandeis, D., & Drechsler, R. (2019). Specific Effects of Individualized Cognitive Training in Children with Attention-Deficit/Hyperactivity Disorder (ADHD): The Role of Pre-Training Cognitive Impairment and Individual Training Performance. Developmental neurorehabilitation, 22(6), 400–414. https://doi.org/10.1080/17518423.2019.1600064
Mishra, J., Sagar, R., Joseph, A., Gazzaley, A., & Merzenich, M. (2016). Training sensory signal-to-noise resolution in children with ADHD in a global mental health setting. Translational Psychiatry, 6, 1-9. https://doi.org/10.1038/tp.2016.45
Moher, D., Liberati, A., &Tetzlaff, J. (2009). Preferred Reporting Items for Systematic Review and Meta-Analyses: The PRISMA Statement. PLoS Medicine, 6 (7). https://doi.org/10.1371/journal.pmed.1000097
Monica Melby-Lervåg et al. (2016). Working memory training does not improve performance on measures of intelligence or other measures of “far transfer”: Evidence from a meta-analytic review. Perspectives on Psychological Science, 11, 512-534. https://doi.org/10.1177/1745691616635612
Muris, P., Roodenrijs, D., Kelgtermans, L., Sliwinski, S., Berlage, U., Baillieux, H., Deckers, A., Gunther, M., Paanakker, B., & Holterman, I. (2018). No Medication for My Child! A Naturalistic Study on the Treatment Preferences for and Effects of Cogmed Working Memory Training Versus Psychostimulant Medication in Clinically Referred Youth with ADHD. Child psychiatry and human development, 49(6), 974–992.https://doi.org/10.1007/s10578-018-0812-x
Nejati V. (2020). Cognitive rehabilitation in children with attention deficit- hyperactivity disorder: Transferability to untrained cognitive domains and behavior. Asian journal of psychiatry, 49, 101949. https://doi.org/10.1016/j.ajp.2020.101949
Nelwan, M., & Kroesbergen, E. (2016). Limited Near and Far Transfer Effects of Jungle Memory Working Memory Training on Learning Mathematics in Children with Attentional and Mathematical Difficulties. Frontiers in Psychology, 7. https://doi.org/10.3389%2Ffpsyg.2016.01384
Prins, P. J., Dovis, S., Ponsioen, A., Brink, E. t., & Oord, S. v. (2011). Does computerized working memory training with game elements enhance motivation and training efficacy in children with ADHD? CYBERPSYCHOLOGY, BEHAVIOR, AND SOCIAL NETWORKING, 14 (3), 115-122. https://doi.org/10.3389/fpsyg.2016.01384
Rapport, M. D., Orban, S. A., Kofler, M. J., & Friedman, L. M. (2013). Do programs designed to train working memory, other executive functions, and attention benefit children with ADHD? A meta-analytic review of cognitive, academic, and behavioral outcomes. Clinical Psychology Review, 33, 1237-1252. https://doi.org/10.1016/j.cpr.2013.08.005
Ruffini, C., Tarchi, C., Morini, M., Giuliano, G. & Pecini, C. (2021). Tele-assessment of cognitive functions in children: a systematic review. Child Neuropsychology, 1–37. Advance online publication. https://doi.org/10.1080/09297049.2021.2005011
Shaffer, R. J., Jacokes, L. E., Cassily, J. F., Greenspan, S. I., Tuchman, R. F., & Stemmer, P. J. (2001). Effect of interactive metronome training on children with ADHD. American Journal of Occupational Therapy, 55 (2), 155–162. https://doi.org/10.5014/ajot.55.2.155
Shema-Shiratzky, S., Brozgol, M., Cornejo-Thumm, P., Geva-Dayan, K., Rotstein, M., Leitner, Y., Hausdorff, J. M., & Mirelman, A. (2019). Virtual reality training to enhance behavior and cognitive function among children with attention-deficit/hyperactivity disorder: brief report. Developmental neurorehabilitation, 22(6), 431–436. https://doi.org/10.1080/17518423.2018.1476602
Shuai, L., Daley, D., Wang, Y.-F., Zhang, J.-S., Kong, Y.-T., Tan, X., et al. (2017). Executive Function Training for Children with Attention Deficit Hyperactivity Disorder. Chinese Medical Journal, 130 (5), 549–558. https://doi.org/10.4103/0366-6999.200541
Smith, S. D., Vitulano, L. A., Katsovich, L., Li, S., Moore, C., Li, F., et al. (2016). A Randomized Controlled Trial of an Integrated Brain, Body, and Social Intervention for Children With ADHD. Journal of Attention Disorders. https://doi.org/10.1177%2F1087054716647490
Sonuga-Barke et al. (2013). Nonpharmacological interventions for ADHD: Systematic review and meta-analyses of randomized controlled trials of dietary and psychological treatments. American Journal of Psychiatry, 170, 275–289. https://doi.org/10.1176/appi.ajp.2012.12070991
Steeger, C. M., Gondoli, D. M., Gibson, B. S., & Morrissey, R. A. (2016). Combined cognitive and parent training interventions for adolescents with ADHD and their mothers: A randomized controlled trial. Child Neuropsychology, 22 (4), 394-419. https://dx.doi.org/10.1080%2F09297049.2014.994485
Stevens, M. C., Gaynor, A., Bessette, K. L., &Pearlson, G. D. (2016). A preliminary study of the effects of working memory training on brain function. Brain Imaging and Behavior, 10 (2), 387-407. https://doi.org/10.1007/s11682-015-9416-2
Tajik-Parvinchi, D., Wright, L., &Schachar, R. (2014). Cognitive Rehabilitation for Attention Deficit/Hyperactivity Disorder (ADHD): Promises and Problems. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 23 (3), 207–217.
Tamm, L., & Nakonezny, P. A. (2015). Metacognitive executive function training for young children with ADHD: a proof-of-concept study. ADHD Attention Deficit and Hyperactivity Disorders, 3, 7. https://doi.org/10.1007/s12402-014-0162-x
Tamm, L., Epsteina, J. N., Peugha, J. L., Nakonezny, P. A., & Hughes, C. W. (abr de 2013). Preliminary data suggesting the efficacy of attention training for school-aged children with ADHD. Developmental Cognitive Neuroscience, 16-28. https://doi.org/10.1016/j.dcn.2012.11.004
Tamm, L., Nakonezny, P. A., & Hughes, C. W. (2014). An open trial of a metacognitive executive function training for young children with ADHD. Journal of Attention Disorders, 18 (6), 551–559. https://doi.org/10.1177/1087054712445782
Van der Donk, M. L., Hiemstra-Beernink, A.-C., Tjeenk-Kalff, A. C., Leij, A. v., & Lindauer, R. J. (2016). Predictors and Moderators of Treatment Outcome in Cognitive Training for Children With ADHD. Journal of Attention Disorders. https://doi.org/10.1177/1087054716632876
Van der Donk, M. L., Viersen, S. v., Hiemstra‐Beernink, A.‐C., Tjeenk‐Kalff, A. C., Leij, A. v., & Lindauer, R. J. (2017). Individual Differences in Training Gains and Transfer Measures: An Investigation of Training Curves in Children with Attention‐Deficit/Hyperactivity Disorder. Applied Cognitive Psychology, 31 (1), 302-314. https://doi.org/10.1002/acp.3327
Van der Donk, M., Hiemstra-Beernink, A., Tjeenk-Kalff, A., Van der Leij, A., & Lindauer, R. (2015). Cognitive training for children with ADHD: a randomized controlled trial of cogmed working memory training and 'paying attention in class. Frontiers in Psychology, 6, 1-14. https://doi.org/10.3389/fpsyg.2015.01081
Van Dongen-Boomsma, M., Vollebregt, M. A., Buitelaar, J. K., & Slaats-Willemse, D. (2014). Working memory training in young children with ADHD: a randomized placebo-controlled trial. Journal of Child Psychology and Psychiatry, 55 (8), 886–896. https://doi.org/10.1111/jcpp.12218
Wagner, F., Rohde, L. A. de, & Trentini, C. M. (2016). Neuropsicologia do Transtorno de Déficit de Atenção/Hiperatividade: Modelos Neuropsicológicos e Resultados de Estudos Empíricos. Psico-USF, 21(3), 573–582. https://doi.org/10.1590/1413-82712016210311
Wexler, B. E., Vitulano, L. A., Moore, C., Katsovich, L., Smith, S. D., Rush, C., Grantz, H., Dong, J., & Leckman, J. F. (2020). An integrated program of computer-presented and physical cognitive training exercises for children with attention-deficit/hyperactivity disorder. Psychological medicine, 1–12. Advance online publication. https://doi.org/10.1017/s0033291720000288
Wong, A. S., He, M. Y., & Chan, R. W. (2014). Effectiveness of computerized working memory training program in Chinese community settings for children with poor working memory. Journal of Attention Disorders, 18 (4), 318-330. https://doi.org/10.1177/1087054712471427
Yu, X., Li, K., Liu, Y., An, X., & Liu, X. (2015). Interventional Effects of Working Memory Updating Training and Cogmed Working Memory Training on Children with ADHD. Chinese Journal of Clinical Psychology, 23 (2), 201-205.
Fichiers supplémentaires
Publié-e
Versions
- 2022-05-03 (2)
- 2022-04-30 (1)
