Effects of a Psychosocial Intervention on the Executive Functioning in Children With ADHD

Miranda, Ana; Presentación, M. Jesús; Siegenthaler, Rebeca; Jara, Pilar

doi:10.1177/0022219411427349

Cited by 35 publications

(27 citation statements)

References 60 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Children in the class showed better attention span and academic performance than children in control group that make the findings of this study more valuable as these improvements usually is difficult to achieve by stimulant medication (Rapport, Denney, DuPaul, & Gardner, 1994). Moreover, the present study is in line with the study by Miranda et al (2013) that confirm improvement of main symptoms of children with ADHD. Both studies applied parent and teacher ratings.…”

Section: Discussionsupporting

confidence: 93%

“…Findings of the present study are consistence with previous research outcomes (Miranda et al, 2002;Miranda, Herrero, Hierro, & Jiménez, 2013). Previous study by Miranda et al (2002) showed improvement in primary symptoms and other behavioral difficulties associated with ADHD children such as antisocial behavior, internalizing behaviors and anxiety that detected by parents.…”

Section: Discussionsupporting

confidence: 90%

“…These studies mentioned the effectiveness of psychosocial intervention on ADHD symptoms and other behavioral problems (Miranda, Jarque, & Rosel, 2006;Miranda, Presentación, Siegenthaler, & Jara, 2011;Pelham & Fabiano, 2008). Previous research applied two approaches of psychosocial interventions including contingency management and cognitive strategies.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

School-based Multi-component Intervention. Symptoms of Iranian ADHD Children

Shaban¹,

Baba²,

Noah³

et al. 2015

ASS

View full text Add to dashboard Cite

The present study evaluated the effectiveness of school-based multi-component intervention that implemented for ADHD school-aged children specially. Participants were 64 school-aged ADHD children that randomly assigned in two study groups including one experimental and one control group. Teachers of these children were invited to participate in the teacher training. Teachers took part in 8 sessions teacher training that involved contingency management, cognitive behavioral strategies and class management instructions for managing of ADHD children. Members of the control group didn't receive any program. Dependent measures included parent and teacher`s ratings of inattention, hyperactivity/impulsivity and ADHD symptoms. Information for the study achieved in three pre-test, post-test and follow-up levels. Parents and teachers in experimental group reported significantly less inattention, hyperactivity/impulsivity symptoms in children at home and school respectively rather than before conducting the program. Findings of the study showed similar effect of school-based multi-component intervention on all symptoms of inattention, hyperactivity/impulsivity across home and school. Results of the present study provided some supports for effectiveness of school-based multi-component program on symptoms of ADHD in school-aged children in Iran.

show abstract

Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

School-based Multi-component Intervention. Symptoms of Iranian ADHD Children

Shaban¹,

Baba²,

Noah³

et al. 2015

ASS

View full text Add to dashboard Cite

show abstract

“…Some studies have discussed the effectiveness of executive skill training programs that are designed to enhance EF in children's daily lives,[2122232425] three of which were open trials, and two were randomized waitlist control trials. Almost all of them reported significant improvement in ADHD symptoms rated by parents, teachers, and a blinded clinician.…”

Section: Introductionmentioning

confidence: 99%

Effect of an Ecological Executive Skill Training Program for School-aged Children with Attention Deficit Hyperactivity Disorder

Qian

Chen

Shuai

et al. 2017

Chinese Medical Journal

View full text Add to dashboard Cite

Background:As medication does not normalize outcomes of children with attention deficit hyperactivity disorder (ADHD), especially in real-life functioning, nonpharmacological methods are important to target this field. This randomized controlled clinical trial was designed to evaluate the effects of a comprehensive executive skill training program for school-aged children with ADHD in a relatively large sample.Methods:The children (aged 6–12 years) with ADHD were randomized to the intervention or waitlist groups. A healthy control group was composed of gender- and age-matched healthy children. The intervention group received a 12-session training program for multiple executive skills. Executive function (EF), ADHD symptoms, and social functioning in the intervention and waitlist groups were evaluated at baseline and the end of the final training session. The healthy controls (HCs) were only assessed once at baseline. Repeated measures analyses of variance were used to compare EF, ADHD symptoms, and social function between intervention and waitlist groups.Results:Thirty-eight children with ADHD in intervention group, 30 in waitlist group, and 23 healthy children in healthy control group were included in final analysis. At posttreatment, intervention group showed significantly lower Behavior Rating Inventory of Executive Function (BRIEF) total score (135.89 ± 16.80 vs. 146.09 ± 23.92, P = 0.04) and monitoring score (18.05 ± 2.67 vs. 19.77 ± 3.10, P = 0.02), ADHD-IV overall score (41.11 ± 7.48 vs. 47.20 ± 8.47, P < 0.01), hyperactivity-impulsivity (HI) subscale score (18.92 ± 5.09 vs. 21.93 ± 4.93, P = 0.02), and inattentive subscale score (22.18 ± 3.56 vs. 25.27 ± 5.06, P < 0.01), compared with the waitlist group. Repeated measures analyses of variance revealed significant interactions between time and group on the BRIEF inhibition subscale (F = 5.06, P = 0.03), working memory (F = 4.48, P = 0.04), ADHD-IV overall score (F = 21.72, P < 0.01), HI subscale score (F = 19.08, P < 0.01), and inattentive subscale score (F = 12.40, P < 0.01). Multiple-way analysis of variance showed significant differences on all variables of BRIEF, ADHD-rating scale-IV, and WEISS Functional Impairment Scale-Parent form (WFIRS-P) among the intervention and waitlist groups at posttreatment and HCs at baseline.Conclusions:This randomized controlled study on executive skill training in a relatively large sample provided some evidences that the training could improve EF deficits, reduce problematic symptoms, and potentially enhance the social functioning in school-aged children with ADHD.Clinical Trial Registration:http://www.clinicaltrials.gov; NCT02327585.

show abstract

“…Regardless of the inability of experts to agree on an exact definition of executive function, individuals present to clinicians for help with EDF (Maeir et al, 2014;Miranda, Presentación, Siegenthaler, & Jara, 2013;Williamson Weiner, Toglia, & Berg, 2012). A lack of specificity in the definition of executive function is of particular interest to occupational therapists since the deficits in daily performance are a cornerstone to the identification of EDF and effective treatment.…”

mentioning

confidence: 99%

Executive Functioning: Relationship with High School Student Role Performance

Mann¹,

Snover²,

Boyd³

et al. 2015

The Open Journal of Occupational Therapy

View full text Add to dashboard Cite

BACKGROUND. Student role performance for academic success in secondary education is under represented in the occupational therapy literature, despite the persistently high dropout rate in the United States (Stillwell & Sable, 2013). Executive dysfunction is one of many possible contributors to difficulties in the classroom (Dirette & Kolak, 2004) and is a better indicator of school performance than IQ (Diamond, 2012). This research examined executive functioning of both alternative and traditional high school students to determine if there is a relationship between executive function and academic success as measured by cumulative grade point average.

show abstract

Effects of a Psychosocial Intervention on the Executive Functioning in Children With ADHD

Cited by 35 publications

References 60 publications

School-based Multi-component Intervention. Symptoms of Iranian ADHD Children

School-based Multi-component Intervention. Symptoms of Iranian ADHD Children

Effect of an Ecological Executive Skill Training Program for School-aged Children with Attention Deficit Hyperactivity Disorder

Executive Functioning: Relationship with High School Student Role Performance

Contact Info

Product

Resources

About