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| Intervention effect of executive function training on school-age children with attention deficit hyperactivity disorder |
| DING Ling, ZHANG Yu, CHEN Mingli, HUANG Lina. |
| Department of Child Health, WenzhouPeople’s Hospital, Wenzhou 325000, China |
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| Cite this article: |
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DING Ling,ZHANG Yu,CHEN Mingli, et al. Intervention effect of executive function training on school-age children with attention deficit hyperactivity disorder[J]. JOURNAL OF WEZHOU MEDICAL UNIVERSITY, 2022, 52(10): 792-799.
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Abstract Objective: To explore the effectiveness of executive function training on school-age children with attention deficit hyperactivity disorder (ADHD), so as to provide a new perspective for the treatment of children with ADHD. Methods: A total of 56 school-age children diagnosed as ADHD in Wenzhou People’s Hospital between September 2019 and October 2020 were randomized into executive function training group (n=27) and parent training group (n=29) for 12 weeks of respective executive function training and parent training, and then intervention effect was compared between the two groups. Multidimensional attention test, SNAP-IV Rating Scale, and Conner’s Child Behavior Scale were used for evaluation before and after each intervention and 1 year after the interventions as well. Results: After 12 weeks of interventions, there was statistical difference in scores of attention test, SNAP-IV Rating Scale, and Conner’s Child Behavior Scale in the executive function training group, as
compared with those before intervention and those in parent training group after intervention (P<0.05). The 1-year follow-up after intervention showed that the executive function training group failed to maintain completely stable curative effect, and there was significant difference in all scores, as compared with those before intervention and in the parent training group 1 year after intervention (P<0.05). However, the scores of attention test decreased as compared with those 12 weeks after intervention, and the scores of attention deficit in SNAPIV rating scale and the scores of learning problem and hyperactivity index in Conner’s Child Behavior Scale increased as compared with those 12 weeks after intervention, which showed statistical difference (P<0.05). Incontrast, there was no significant difference in the scores of
hyperactivity/impulsivity, oppositional defiance, conduct problem, psychosomatic disorder, impulsivity-hyperactivity and anxiety in the scales, as compared with
those 12 weeks after intervention (P>0.05). Conclusion: Executive function training can effectively improve thecore symptoms and behavioral problems in ADHD children, and long-term outcomes as well.
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Received: 09 June 2022
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