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Cited by 32Attention Deficit Hyperactivity DisorderDevelopmental and Educational NeuropsychologyBehavioral and Psychological Studies

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

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Singh, Leah J., Gaye, Fatou, Cole, Alissa M., Chan, Elizabeth S. M., Kofler, Michael J.·2022·Neuropsychology
DOI 10.1037/neu0000798PMC PMC9035079
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Abstract

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: = 27). RESULTS: ≤ .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).

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  • Executive function abilities develop exponentially in early childhood, with working memory and inhibitory control becoming separable in preschool and early school-aged children, and set shifting emerging as a unique ability in late adolescence or early adulthood.

    “executive function abilities continue to develop exponentially in early childhood,24 with working memory and inhibitory control becoming separable abilities in preschool and early school-aged children,21,25,26 and set shifting emerging as a unique ability in late adolescence or early adulthood.21”

    From Executive function deficits in attention-deficit/hyperactivity disorder and autism spectrum disorder (2024) · cites this paper as [25]

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Research works printed but not linked: 16

  1. Alderson RM, Rapport MD, & Kofler MJ (2007). ADHD and behavioral inhibition: a meta-analytic review of the stop-signal paradigm. Journal of Abnormal Child Psychology, 35, 745– 758. 17668315
  2. Baddeley A (2007). Working memory, thought, and action. New York: Oxford Press.
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  7. Kaufman AS, & Kaufman NL (2014). Kaufman Test of Educational Achievement (3rd ed.). Bloomington, MN: NCS Pearson.
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  9. Massetti G, Lahey B, Pelham W, Loney J, Kipp H (2008). Academic achievement over 8 years among children who met modified criteria for ADHD at age 4-6. J Abnorm Ch Psychol, 36, 399– 410. PMC3919144 17940863
  10. Ng FFY, Tamis-LeMonda C, Yoshikawa H, & Sze INL (2015). Inhibitory control in preschool predicts early math skills in first grade: Evidence from an ethnically diverse sample. International Journal of Behavioral Development, 39, 139– 149.
  11. Rabiner DL, Godwin J, & Dodge KA (2016). Predicting academic achievement and attainment: The contribution of early academic skills, attention difficulties, and social competence. School Psychology Review, 45, 250– 267.
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  14. Sjöwall D, & Thorell LB (2014). Functional impairments in ADHD: The mediating role of neuropsychological functioning. Developmental Neuropsychology, 39, 187– 204. 24742310 PMC4017272
  15. Volpe RJ, DuPaul GJ, DiPerna J, Jitendra A, Lutz J, … Junod RV (2006). ADHD and scholastic achievement: A model of mediation via academic enablers. School Psychology Review, 35, 47– 61.
  16. Wechsler D (2014). Wechsler Intelligence Scale for Children-Fifth Edition. San Antonio: PsyCorp.

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Authors
Singh, L. J., Gaye, F., Cole, A. M., Chan, E. S. M., & Kofler, M. J.
ORCID
Venue
Neuropsychology
Publisher
American Psychological Association (APA)
Published
2022-05
Volume
36
Issue
4
Pages
330-345
ISSN
  • 0894-4105 (ISSN-L)
  • 1931-1559
DOI
10.1037/neu0000798
PMC
PMC9035079
OpenAlex
W4221069677
Cited by
32
References
70
Citations by year
2026: 6 · 2025: 3 · 2024: 12 · 2023: 7 · 2022: 4
FWCI
4.23
Type
journal article
Language
en
Open access
Licence
Locations
  • Neuropsychology (publishedVersion, other-oa)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
National Institutes of Health (R01 MH115048; R34 MH102499)
Topics
  • Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Keywords
attention deficit hyperactivity disorder, executive dysfunction, academic performance, classroom success, productivity, evidence-based treatment, children
MeSH terms
Academic Success, Achievement, Adolescent, Attention Deficit Disorder with Hyperactivity, Child, Educational Status, Female, Humans, Male, Executive Function

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