Investigation of a Direct Intervention for Improving Attention in Young Children With ADHD
Abstract
The efficacy of a new set of child-oriented direct intervention materials, Pay Attention! (1994), was investigated in 14 children, ages 7 to 11 years, diagnosed with attention deficit hyperactivity disorder (ADHD). Treatment and control groups were matched for age, sex, and medication status. Both groups completed pre- and posttraining assessment batteries that included psychometric measures of attention, a measure of academic efficiency, and behavioral rating scales completed by parents and teachers. Results indicate that children who received the direct intervention did significantly better on a number of nontrained measures of attention and academic efficiency. Behavioral ratings of inattention-impulsivity and hyperactivity completed by parents did not differ following treatment, although a marginally significant improvement in inattention-impulsivity was noted by school teachers. These results suggest that direct interventions aimed at improving attention may be a valuable treatment option for improving cognitive efficiency in children with ADHD and warrant further investigation.
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Cognitive interventions for children with ADHD improve working memory, inhibition, attention, and nonverbal reasoning, and may reduce behavioral symptoms as reported by parents/teachers.
“Collectively these studies have shown that cognitive interventions for children with ADHD improve working memory, inhibition, attention, and nonverbal reasoning ability, and may reduce behavioral symptoms of ADHD as reported by parents and/or teachers (Kerns et al., 1999; Klingberg et al., 2005; Shalev et al., 2007).”
From The influences of environmental enrichment, cognitive enhancement, and physical exercise on brain development: Can we alter the developmental trajectory of ADHD? (2011) · cites this paper as Kerns et al., 1999
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- Authors
- Kerns, K. A., Eso, K., & Thomson, J.
- Venue
- Developmental Neuropsychology
- Publisher
- Informa UK Limited
- Published
- 1999-10
- Volume
- 16
- Issue
- 2
- Pages
- 273-295
- ISSN
- 1532-6942 (ISSN-L)
- 8756-5641
- OpenAlex
- W2153929197
- Cited by
- 209
- References
- 57
- Citations by year
- 2025: 2 · 2024: 3 · 2023: 5 · 2022: 6 · 2021: 7 · 2020: 7 · 2019: 7 · 2018: 9 · 2017: 7 · 2016: 11 · 2015: 11 · 2014: 14 · 2013: 8 · 2012: 19
- FWCI
- 0.47
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Developmental Neuropsychology (publishedVersion)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- attention deficit hyperactivity disorder, attention training, direct intervention, young children, academic efficiency, hyperactivity, parent and teacher ratings, cognitive efficiency
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