The Effect of Working Memory Training on Executive Function of Children with Attention Deficit/Hyperactivity Disorder

Ameneh Sadat Kazemi, Zahra Mohammadi


Attention Deficit/Hyperactivity Disorder (ADHD) is among developmental disorders that has taken the attention psychologists and psychiatrics from a long time ago. The present study aims to investigate the effect of attention and working memory improvement training on executive function of children with ADHD. The present study was a quasi-experimental study and the sample included 44 children with ADHD who referred to psychiatric clinics of Babol and had the characteristics of interest and they were divided into test and control groups, each group contained 22 subjects. Their performance was evaluated using Tower of London Test at the pretest stage. Then, each group member exposed to training with attention and working memory improvement application for 20 sessions of 30 minutes (7 weeks, 3 times a week, 30 minutes). After the training period, posttest was administered with the same application for both groups. The results of analysis of covariance showed that despite increased executive function in both groups at the presets, the executive function in test group was higher and for this reason, attention and working memory improvement training has influenced the executive function of children with ADHD. Attention and working memory training and similar programs can be used as a complementary treatment method or an alternative for medical therapies.


Attention Deficit/Hyperactivity Disorder; Executive Function; The Tower Of London Test; Working Memory

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