The influence of metacognitive training on the improvement of working memory in children with ADHD

Abstract

The purpose of the study is to check whether the memory will be strengthened after three months of metacognitive training using such mnemonic techniques as Mind Maps and Sketchnoting in children diagnosed with ADHD. According to the most recent, the Fifth Edition of The Diagnostic and Statistical Manual of Mental Disorders, working memory plays a key role both in the symptoms of ADHD and in secondary problems such as: learning disorders, professional or social difficulties. Method: 45 schoolchildren took part in the experimental study (M=1,42; SD = 10,41;). .Each child had a diagnosed psychomotor overexcitability and attention disorders. The participants were randomly qualified into three groups: the first group was tested for the effect of Mind Maps; the second group, for the effect of Sketchnoting while the third group was assigned the role of a control group. All of the groups were administered The Deferred Naming Test before and after the training. This assessment method belongs to the PU-1 Set of Diagnostic Tests. Results: The working memory improved in each of the three groups. The smallest number of errors were made by the children in the group with Mind Maps, while the biggest number of errors were made by the children in the control group. Conclusion: Mind Maps can be an important complement to other forms of therapeutic treatment for children with ADHD diagnosis. Regular use of this tool in education or therapy strengthens the memory. The improvement of this executive function can be substantial in learning to write and read (memorization of the correct shapes of letters), remembering and recalling from memory the rules agreed with the child or better time orientation.

Temperamental risk factors in young adults with ADHD symptoms

“…Na przestrzeni ostatnich lat przedmiotem wielu badań była analiza mechanizmów pierwotnych i form terapii dzieci i młodzieży z zespołem nadpobudliwości psychoruchowej z zaburzeniami uwagi (ADHD) [1,2,3,4,5]. Analiza podobnej tematyki wśród młodych dorosłych z tą diagnozą dopiero współcześnie zaczyna zyskiwać na popularności.…”

“…In recent years, numerous studies have focused on the analysis of the primary mechanisms and forms of therapy in children and adolescents with attention deficit hyperactivity disorder (ADHD) [1,2,3,4,5]. The analysis of such topics among similarly diagnosed young adults is only beginning to gain popularity.…”

The Influence of Metacognitive Strategies on the Improvement of Reaction Inhibition Processes in Children with ADHD

“…In addition, children are taught to identify alternative strategies that will allow them to achieve the same goal in various ways [15,16]. Especially in this case, strategies of effective self-management in time (Mind Maps, organisers, calendars, reminders) or effective learning strategies (methods of visual thinking, adjusted to the individual thinking pattern) are recommended [17][18][19][20][21]. The whole task is to overcome the difficulties at the level of the patient's self-awareness, i.e., to help them realise what resources they have at their disposal and what they should still be working on.…”

“…Current reports from studies on the use of such training confirm the reduction in ADHD symptoms, better inhibition control, visual-motor coordination, or the enhancement of working memory. Additionally, there is also an increase in the children's academic success [17,19,22,23].…”

“…It has been noticed that both Mind Maps and Sketchnoting improve the processes of planning, remembering, focus and self-regulation [17][18][19][24][25][26]. These techniques are most often used in education among healthy children, although some researchers recommend that these tools are worth promoting among children with special educational needs, including children with ADHD [17][18][19]23]. Brain neuroimaging studies show that their use requires a person to be strongly involved at many levels, which correlates with higher brain activity (higher cognitive effort) [22].…”