Document Type
Preprint
Publication Date
7-13-2023
Journal / Book Title
Neuropsychology
Abstract
Objective: The current randomized controlled trial (RCT) was the first to examine the benefits of central executive training (CET, which trains the working components of working memory [WM]) for reducing organizational skills difficulties relative to a carefully matched neurocognitive training intervention (inhibitory control training [ICT]). Method: A carefully phenotyped sample of 73 children with attention-deficit/hyperactivity–impulsivity disorder (ADHD; ages 8–13, M = 10.15, SD = 1.43; 20 girls; 73% White/ Non-Hispanic) participated in a preregistered RCT of CET versus ICT (both 10-week treatments). Parentrated task planning, organized actions, and memory/materials management data were collected at pretreatment, posttreatment, and 2–4 month follow-up; teacher ratings were obtained at pretreatment and 1–2 month follow-up. Results: CET was superior to ICT for improving organizational skills based on teacher report (Treatment × Time interaction: d = 0.61, p =.01, BF10 = 31.61). The CET group also improved significantly based on parent report, but this improvement was equivalent in both groups (main effect of time: d = 0.48, p <.001, BF10 = 3.13 × 107; Treatment × Time interaction: d = 0.29, p =.25, BF01 = 3.73). Post hocs/preregistered planned contrasts indicated that CET produced significant and clinically meaningful (number needed to treat = 3–8) pre/post gains on all three parent (d = 0.50 – 0.62) and all three teacher (d = 0.46 – 0.95) subscales, with gains that were maintained at 1–2 month (teacher report) and 2–4 month follow-up (parent report) for five of six outcomes. Conclusions: Results provide strong initial evidence that CET produces robust and lasting downstream improvements in school-based organizational skills for children with ADHD based on teacher report. These findings are generally consistent with model-driven predictions that ADHD-related organizational problems are secondary outcomes caused, at least in part, by underdeveloped working memory abilities.
DOI
10.1037/neu0000918
MSU Digital Commons Citation
Chan, Elizabeth S.M.; Gaye, Fatou; Cole, Alissa M.; Singh, Leah J.; and Kofler, Michael J., "Central Executive Training for ADHD: Impact on Organizational Skills at Home and School. A Randomized Controlled Trial" (2023). Department of Psychology Faculty Scholarship and Creative Works. 635.
https://digitalcommons.montclair.edu/psychology-facpubs/635
Rights
HHS Public Access Author manuscript; available in PMC 2024 November 01. Published in final edited form as: Neuropsychology. 2023 November ; 37(8): 859–871. doi:10.1037/neu0000918.