Working Memory Training in College Students With ADHD or LD
Abstract
Objective: The objective of this study was to determine the feasibility and effectiveness of working memory (WM) training in college students with ADHD or learning disabilities (LD). Method: A total of 62 students (21 males, 41 females) were randomized to a 5-week intensive WM training program or a wait-list control group. Participants were evaluated before treatment, 3 weeks after completion, and at 2-month follow-up. The criterion measures were standardized tests of auditory-verbal and visual-spatial WM. Near transfer measures included other cognitive tasks; far transfer measures included academic tasks and behavioral rating scales. Results: Intent-to-treat analysis revealed that participants receiving WM training showed significantly greater improvements on the criterion WM measures and self-reported fewer ADHD symptoms and cognitive failures. The follow-up assessment indicated that gains in WM were maintained, as were improvements in cognitive failures. Conclusion: Computerized WM training is a feasible and possibly viable approach for enhancing WM in college students with ADHD or LD.
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Training individuals with ADHD on one specific cognitive domain, e.g. working memory, has been found to result in improved performance on the trained and similar tasks.
“Training individuals with ADHD on one specific cognitive domain, e.g. working memory, has been found to result in improved performance on the trained and similar tasks [84–86].”
From Linking ADHD to the Neural Circuitry of Attention (2017) · cites this paper as [85]
While some studies show subsequent improvement in ADHD symptoms, others do not.
“However, while some studies [84,85] show subsequent improvement in ADHD symptoms, others do not (e.g. [86], reviewed in e.g. [87]).”
From Linking ADHD to the Neural Circuitry of Attention (2017) · cites this paper as [85]
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Improving the Treatment Outcomes for ADHD Patients with IS/IT
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A Pilot Randomized Controlled Trial of a Coaching Intervention for College Students with ADHD
Kininger, R. L. (2016) · The Scholarship East Carolina University's Institutional Repository (East Carolina University)
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Dikkat Eksikliği ve Hiperaktivite Bozukluğu ile İlgili Her Şey
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- Authors
- Gropper, R. J., Gotlieb, H., Kronitz, R., & Tannock, R.
- Affiliations
- Ontario Institute for Studies in Education, Toronto, Canada
- Jewish Vocational Services, Toronto, Ontario, Canada
- Hospital for Sick Children (CA)
- Venue
- Journal of Attention Disorders
- Publisher
- SAGE Publications
- Published
- 2014-01-13
- Volume
- 18
- Issue
- 4
- Pages
- 331-345
- ISSN
- 1087-0547 (ISSN-L)
- 1557-1246
- OpenAlex
- W2028611712
- Cited by
- 67
- References
- 55
- Citations by year
- 2026: 1 · 2025: 3 · 2024: 2 · 2023: 4 · 2022: 3 · 2021: 2 · 2020: 8 · 2019: 7 · 2018: 6 · 2017: 8 · 2016: 10 · 2015: 10 · 2014: 3
- FWCI
- 7.82
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Attention Disorders (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Eli Lilly and Company
- Purdue Pharma
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- working memory training, attention deficit hyperactivity disorder, learning disabilities, university students, computerized cognitive training, auditory-verbal working memory, visuospatial working memory, near transfer, far transfer, cognitive failure, ADHD symptoms, treatment feasibility
- MeSH terms
- Adult, Attention Deficit Disorder with Hyperactivity, Feasibility Studies, Female, Follow-Up Studies, Humans, Learning Disabilities, Male, Memory, Short-Term, Middle Aged, Neuropsychological Tests, Students, Universities, Treatment Outcome, Young Adult
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