Abstract
Background: ADHD is a neurodevelopmental disorder associated with inattention,
disorganization, and hyperactivity/impulsivity. Overdiagnosis and misdiagnosis are
major problems, with 20% of diagnosed children in the United States being
misdiagnosed. This study evaluates the literature on computerized cognitive training
programs (CCTP) to treat ADHD symptoms and improve neuropsychological
functioning. Further research is needed to develop effective treatments and improve
treatment accessibility and affordability for people with ADHD.
Methods: The review followed Arksey and O'Malley's five-step scoping review
framework: identifying the research question, searching, selecting studies, extracting
data, and summarizing results. The scoping review followed PRISMA scR guidelines
and searched two electronic databases, Science Direct and PubMed, for relevant
articles on computerized cognitive training and ADHD. The search focused on recent,
relevant articles from 2013-2023, excluding older publications. Zotero was used to
collect, organize, cite, and share 793 research articles. Duplicate titles were removed.
The study was screened in two stages: title and abstract review and full-text search.
The focus was on computerized cognitive training programs and ADHD, excluding
other mental disorders. A final total of 10 articles from peer-reviewed journals were
included.
Results: Thematic analysis categorised journal articles into two themes: do not
provide support for ADHD symptoms and provide support for ADHD symptoms in
children with CCTP. Seven of ten articles found no empirical support for CCTP as an
intervention for ADHD symptoms, including academic achievement. However, three
articles found CCTP to have an effect on working memory, which is associated with
ADHD and related to inattentive and hyperactive/impulsive symptoms. The articles
also found limited effects on inattentive symptoms and planning accuracy. However,
ADHD patients were unable to generalize these new abilities to other
neuropsychological processes or to transfer them to more complex domains. In
addition, CCTP interventions were not tailored to individual cognitive deficits, as all
individuals with ADHD were assumed to have the same needs.
Elbe et al. (2023) found that CCTP training slightly improved cognitive outcomes in
ADHD patients. However, evidence for long-term transfer was lacking. CCTP is a lowrisk
treatment option that can be combined with behavioural therapies, lifestyle
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changes, and medications. Research suggests that CCPT may be beneficial when
specific factors are trained, and personalised programs are offered. Meyer et al. (2020)
and Rosa et al. (2020) found that CCPT and medication act on similar sustained
attention neural circuits, supporting the use of CCPT in conjunction with other ADHD
treatments.
Conclusion: Computerized cognitive training (CCPT) has gained attention as a
potential intervention for children with ADHD. It aims to improve cognitive functions
such as attention, working memory, and executive functions, leading to better
academic performance and reduced behavioural difficulties. However, research on
CCPT and children with ADHD has not yielded positive results. Three studies showed
a positive effect, while seven studies showed mixed results. The effectiveness of CCPT
may depend on factors such as program design, duration, and individual
characteristics. As technology advances, more innovative solutions will emerge to help
people with ADHD lead more productive lives.