Effects of a Cognitive-Functional Intervention Method on Improving Executive Function and Self-Directed Learning in School-Aged Children with Attention Deficit Hyperactivity Disorder: A Single-Subject Design Study

Abstract

<jats:p><jats:italic>Background</jats:italic>. School-aged children with attention deficit hyperactivity disorder (ADHD) face many difficulties with self-directed learning because of their poor executive function. This leads to secondary problems such as learning disabilities and depression, so the role of intervention to improve executive function in school-aged children with ADHD is important. <jats:italic>Objective</jats:italic>. The present study is aimed to investigate how cognitive-functional (Cog-Fun) intervention affected executive function of school-aged children with ADHD and the sustainability of these effects. To investigate the effects of changes in the executive function of school-aged children with ADHD through Cog-Fun intervention in self-directed learning. <jats:italic>Method</jats:italic>. A single-subject A-B-A research design was employed in this study. Three children aged 9-10 years who were diagnosed with ADHD were selected. A total of 17 experimental sessions were conducted. The Cog-Fun intervention program was implemented during the intervention phase. To measure dependent variables, Behavior Rating Inventory of Executive Function (BRIEF) and Homework Problems Checklist (HPC) were used. Significant changes in executive function assessed by the Children’s Color Trails Test (CCTT) and Stroop test were analyzed through two-standard deviation band analysis. Additionally, video clips of task performance were analyzed to examine qualitative performance changes in self-directed learning. <jats:italic>Result</jats:italic>. All three participants presented statistically significant changes with a number of near-misses of CCTT and color words score of Stroop test during the intervention. <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML" id="M1"><mml:mi>T</mml:mi></mml:math>-scores of the Global Executive Composite (GEC) decreased after the intervention, indicating improvement in executive function. The follow-up period revealed retention of the improved executive function. Additionally, self-directed learning improved in all participants after the implementation Cog-Fun intervention. <jats:italic>Conclusion</jats:italic>. The study supports the effectiveness of Cog-Fun intervention in improving executive function in school-aged children with ADHD and confirmed that the improvement of executive function ultimately leads to the improvement of self-directed learning performance.</jats:p>

Dilud: A Mobile Application to Reinforce Rote Learning in Elementary School Children with Attention Deficit Hyperactivity Disorder

“…The author [8] used another method in his research, the Cog-Fun method, which aims to improve the executive function and self-directed learning of 3 children with ADHD. For this purpose, the children carried out a series of interactive activities with a specialist for 5 weeks.…”

“…In addition, we can highlight the Cog-Fun method as a novel method to consolidate the memory of children with ADHD through a game. However, the N-Back Task method lacks diversity in the part of gamification [8] [15]. Finally, we want to highlight the use of the reward system as an excellent support for developing this research.…”

“…On the one hand, we have that the Dilud application, compared to the Say-It & Learn application, seen in the literature review, Dilud managed to increase the child's WM by 19 points with the help of memory games [12], while the author of the other app focused on math-related games. On the other hand, the Cog-Fun method improved their learning in 5 months [8], while Dilud did it in 30 days. In addition, compared to the mHealth application [10], the Dilud application was possible both at home and with the help of a psychologist since it did not generate more complexity for the child.…”

“…For example, the N-Back Task method allows memory, concentration, and intelligence to be measured or reinforced through repetitive cycles [7]. In contrast, the Cog-Fun method reinforces executive function and self-awareness through activities of 10 sessions with games included [8]. But one of the most effective methods is TCT, which strengthens the working memory of children with ADHD and other cognitive areas through mobile application games.…”

Impacts of Soccer on Executive Function in Boys With Adhd

“…According to the data of the national physical health survey of primary and middle school students, the physical quality development situation of young students in China is grim and worrying. 1 The rate of reaching the standard in the physical fitness test of young students is low, and the detection rate of poor eyesight test of students is constantly high. ADHD is mainly manifested by the age-related easy distraction of attention, reduced attention span, excessive activity without distinction, emotional impulsivity, cognitive impairment and learning difficulties, and normal or nearly normal intelligence.…”