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Differential effect of cognitive training on executive functions and reading abilities in children with ADHD and in children with ADHD comorbid with reading difficulties.

Authors
  • Horowitz-Kraus, Tzipi
Type
Published Article
Journal
Journal of Attention Disorders
Publisher
SAGE Publications
Publication Date
Jun 01, 2015
Volume
19
Issue
6
Pages
515–526
Identifiers
DOI: 10.1177/1087054713502079
PMID: 24026814
Source
Medline
Keywords
License
Unknown

Abstract

The comorbidity of ADHD and reading difficulties (ADHD + RD) is believed to be a disability distinct from ADHD alone, with unique challenges faced by individuals suffering from one disability versus the other. We aimed to examine the differential effect of 8 weeks of cognitive training on reading abilities and on executive functions, through use of the Wisconsin task, in children with ADHD and in children with ADHD + RD. Greater impairments in reading and executive functions, especially in speed of processing, were found in the comorbid group at baseline. The comorbid group showed greater improvements in most measures after training as well. We propose that the cognitive training used in the present study affected not only the immediate abilities of executive functioning but also the secondary ability of reading, especially in the comorbid group, by improving in particular, speed of processing. We suggest that a differential approach should be taken when treating children with ADHD + RD versus treating ADHD children.

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