A randomized controlled trial of central executive training (CET) versus inhibitory control training (ICT) for ADHD.

“Notably, there have been several recent attempts to improve inhibitory control in children with ADHD (Azami et al., 2016; Dovis et al., 2015; Halperin et al., 2013; Hoekzema et al., 2010; Johnstone et al., 2010, 2012; Klingberg et al., 2002; Shalev et al., 2007; Rabiner et al., 2010; Tamm et al., 2019; van der Oord et…”

“, 2016) and producing reductions in ADHD symptoms beyond spurious gains associated with under-controlled and unblinded trials (Cortese et al., 2015; Melby-Lervåg et al., 2016; Sala & Gobet, 2017).”

“…functions associated with ADHD-related symptoms/impairments (Chacko et al., 2014; Roberts et al., 2016) and producing reductions in ADHD symptoms beyond spurious gains associated with under-controlled and unblinded trials (Cortese et al., 2015; Melby-Lervåg et al., 2016; Sala & Gobet, 2017).”

“, 2010), or as a secondary impairment attributed to underlying deficits in state regulation (Sergeant, 2005) and/or working memory (Rapport et al.”

“Each intervention targets a model-driven, theoretically important neurocognitive process (Barkley, 1997; Rapport et al., 2001) that is impaired in a large proportion of children with ADHD (Sonuga-Barke et al. 2010) and considered a core executive function in children (Karr et al., 2018).”

“…given the well-documented neurocognitive heterogeneity in ADHD (Coghill et al., 2014), meta-analytic evidence indicates that cognitive training protocols for ADHD are significantly less effective when their potency is decreased by targeting multiple neurocognitive functions (Rapport et al., 2013).”

“This prediction was based on the well-documented neurocognitive heterogeneity in ADHD (Coghill et al., 2014; Nigg et al., 2005) and presumed multiple pathways to the ADHD phenotype (Sonuga-Barke et al., 2010).”

“…foundational assumption of all cognitive training protocols, including CET and ICT, is that adaptive and repeated training, practice, and feedback will result in meaningful and sustained improvements in neural systems that support the trained abilities (Sala & Gobet, 2017; Shipstead et al., 2012).”

“Each intervention targets a model-driven, theoretically important neurocognitive process (Barkley, 1997; Rapport et al., 2001) that is impaired in a large proportion of children with ADHD (Sonuga-Barke et al. 2010) and considered a core executive function in children (Karr et al., 2018).”

“…control as one of multiple targets and found either no evidence of improvements on tests of inhibitory control (e.g., Azami et al., 2016; Johnstone et al., 2012; Tamm et al., 2019), or reported improvements on some but not most inhibition tests (e.g., Dovis et al., 2012; Johnstone et al., 2010).”

“This involved computing simple slopes that indexed overall change for each participant across the 3 time points as recommended (Sarver et al., 2015), averaged separately to estimate changes in working memory abilities, inhibitory control abilities, and objectivelyassessed hyperactivity during…”

“The finding that training working memory produced improvements in inhibitory control on at least one primary outcome measure adds to the mixed evidence regarding the extent to which working memory deficits are upstream from (Alderson et al., 2010; Tarle et al., 2019), downstream from (Alderson et al.”

“Of note, individual difference studies have produced more mixed results, with several studies reporting links between inhibitory control tests and informant-rated ADHD symptoms (Alderson et al., 2010; Brocki et al., 2010) but other studies failing to find significant associations cross-sectionally or longitudinally (e.”

“…primary outcome measure adds to the mixed evidence regarding the extent to which working memory deficits are upstream from (Alderson et al., 2010; Tarle et al., 2019), downstream from (Alderson et al., 2017), or sit in parallel with (Kofler, Irwin et al., 2019) inhibitory control deficits in ADHD.”

“…evidence linking cognitive/behavioural models of executive function with important behavioural and functional outcomes in ADHD and ASD 25,33,89,155–158 , alternative executive function conceptualizations and measurement approaches (such as neurobiological and sociocultural insights) are…”