Workingmemory training for children with AD(H)D.

Studies show that children with Attention Deficit Hyperactivity Disorder (ADHD) often suffer from deficits in executive functions, such as attentional control, inhibition and working memory. It is known that these executive functions play an important role in academic performances. Especially working memory skills are associated with problems in learning and poor classroom behavior. Recently, studies have shown that training of the working memory has shown positive effects for children with ADHD, and/or with learning disabilities. The children that followed this working memory training program (Cogmed Working memory Training) not only showed improved working memory abilities overtime, but also showed better performance on related executive function tasks such as logic reasoning and response inhibition and still continued to show effects after 3 months. There are indications that working memory problems and academic performance can be improved by school oriented interventions but this is yet not studied systematically. This randomised controlled trial aims to recruit 100 children between the 8 and 12 years of age diagnosed with AD/HD according to guidelines of the DSM-IV.

The aim of the study is to examine how different working memory interventions address to the neurocognitive functioning and academic performance of children with AD(H)D.

The study contains three measurements:

1. Prior to treatment;

2. Directly after treatment;

3. Six months after treatment.

1. Cogmed RM: Computerized working memory training of 25 sessions (45 minutes a day, 5 days a week, 5 weeks);

2. "Paying attention in class": Strategy and skill training developed by the Bascule. This intervention does not only aims at training the working memory; it’s also contextual and refers to goal-oriented behavior in class. Also 25 sessions (45 minutes a day, 5 days a week, 5 weeks).