Training Executive, Attention, and Motor Skills: A Proof-of-Concept Study in Preschool Children With ADHD
Abstract
Objective: To examine whether cognitive enhancement can be delivered through play to preschoolers with ADHD and whether it would affect severity of ADHD symptoms. Method: Twenty-nine 4- and 5-year-old children and their parents participated in separate group sessions (3-5 children/group). Child groups were introduced games designed to enhance inhibitory control, working memory, attention, visuospatial abilities, planning, and motor skills. Parent groups were encouraged playing these games with their children at least 30 to 45 min/day and taught strategies for scaffolding difficulty levels and dealing with obstacles to daily playing. Results: Parent ratings and session attendance indicated considerable satisfaction with the program. Parent ( p < .001) and teacher ( p = .003) ratings on the ADHD-Rating Scale–IV (ADHD-RS-IV) indicated significant improvement in ADHD severity from pre- to post-treatment, which persisted 3 months later. Conclusion: This play-based intervention for preschoolers with ADHD is readily implemented at home. Preliminary evidence suggests efficacy beyond the termination of active treatment.
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Existing multiple EF training studies in children with ADHD generally show promising results (e.g., improvement of ADHD behavior as rated by parents/teachers; increase of neural activity and gray matter volume in ADHD affected brain areas).
“although these studies generally show promising results (e.g., improvement of ADHD behavior as rated by parents and/or a significant other [e.g., the teacher]; an increase of neural activity and gray matter volume in ADHD affected brain areas)”
We are not aware of any studies investigating the unique effects of inhibition training in children with ADHD.
“Moreover, we are not aware of any studies investigating the unique effects of inhibition training in children with ADHD (for studies of combined WM and inhibition training see [28], [29], [30]).”
Evidence for multiple EF training interventions in children with ADHD is limited.
“To date, evidence for multiple EF training interventions is limited. Few studies have investigated the effects of these interventions in children with ADHD [28], [29], [30], [31], [32], [33]”
None of the existing multiple EF training studies in children with ADHD are placebo-controlled.
“none of these studies are placebo-controlled.”
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- Authors
- Halperin, J. M., Marks, D. J., Bedard, A.-C. V., Chacko, A., Curchack, J. T., Yoon, C. A., & Healey, D. M.
- Affiliations
- Queens College, CUNY (US)
- Icahn School of Medicine at Mount Sinai (US)
- New York University (US)
- Venue
- Journal of Attention Disorders
- Publisher
- SAGE Publications
- Published
- 2012-03-05
- Volume
- 17
- Issue
- 8
- Pages
- 711-721
- ISSN
- 1087-0547 (ISSN-L)
- 1557-1246
- OpenAlex
- W2167323019
- Cited by
- 106
- References
- 69
- Citations by year
- 2026: 1 · 2025: 4 · 2024: 4 · 2023: 6 · 2022: 6 · 2021: 7 · 2020: 10 · 2019: 9 · 2018: 9 · 2017: 14 · 2016: 8 · 2015: 9 · 2014: 10 · 2013: 4 · 2012: 5
- FWCI
- 6.40
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Attention Disorders (publishedVersion)
- PubMed (publishedVersion)
- Funders
- City University of New York
- National Institutes of Health
- National Institute of Mental Health (R21MH085898)
- 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 › Clinical Psychology › Child Therapy and Development
- Keywords
- attention deficit hyperactivity disorder, preschool children, play-based intervention, cognitive enhancement, inhibitory control, working memory, attention, visuospatial ability, planning, motor skills, parent-mediated intervention, home-based intervention, treatment retention, symptom severity
- MeSH terms
- Attention, Attention Deficit Disorder with Hyperactivity, Child, Preschool, Humans, Motor Skills, Play Therapy, Executive Function
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