Efficacy of Working Memory Training on Executive Functions in Adult with Attention Deficit with Hyperactive Disorder

Authors
Ahmad Borjali
Mohammad Rostami
Allameh Tabataba'i University
1052547/jcp.9.2.44
Abstract
Pharmacological treatment of adult with attention deficit with hyperactive disorder (ADHD) has been shown to be successful; however, medication may not normalize executive functions. The present study was assessed the effect of working memory training program on executive functions of adult with ADHD. Sixteen adults with ADHD and 16 healthy adult participated in the study. After a diagnostic and baseline evaluation, 16 adults with ADHD participate in up to 16 sessions of working memory training program and the outcomes are evaluated. Healthy people did not receive any training. Working memory and attention, were examined prior to and following the interventions. Data analysis revealed that the working memory training used in the present study led to significant improvements of various aspects of attention, including focus and sustain attention and capacity of working memory. The findings indicate that working memory training programs can improve working memory performance and have the potential to facilitate attentional functioning in adult with ADHD as well.
Keywords
Attention Deficit/ Hyperactive Disorder
executive function
working memory
Attention
Antenson, A. D., Hoberd, A., Gramstad, A., Brubakk, A. M & Skranes, B. (2005). Guidelines for successfully parenting ADHD Children Salt Lake City, Utah: Journal Neurology learn and Behavior center, 12 (3), 500 -530.
Baddeley A (1992). Working memory. Science. 255:556–559. [PubMed: 1736359]
Buschkuehl M, Jaeggi SM, Jonides J (2012). Neuronal effects following working memory training. Dev Cogn Neurosci. 2(Suppl 1):S167–179.
Chacko A, Bedard AC, Marks DJ, Feirsen N, Uderman JZ, Chimiklis A, Rajwan E, Cornwell M, Anderson L, Zwilling A, Ramon M (2014). A randomized clinical trial of Cogmed Working Memory Training in school-age children with ADHD: a replication in a diverse sample using a control condition. Journal of Child Psychology & Psychiatry & Allied Disciplines. 55:247–255.
Connel, R. G, Bellgrove, M. A & Robertson, I. H. (2007). Avenues for the NeuroRemediatin of ADHD: Lessons from Clinical Neurosciences. In M. Fitgerald, M. Bellgrove.
Duarte, N. A. Woods SP. Rooney A. Atkinson JH. Grant, I. (2012). The Translational Methamphetamine AIDS Research Center (TMARC) Group. Working memory deficits affect risky decision-making in methamphetamine users with attention deficit/ hyperactivity disorder. Journal of Psychiatric Research, 46, 492-99.
Evans SW, Owens JS, Bunford N (2013). Evidence-Based Psychosocial Treatments for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder. J Clin Child Adolesc Psychol.
Gazzaley, A., Nobre, A.C., 2012. Top-down modulation: bridging selective attention and working memory. Trends Cogn. Sci. 16, 129 –135.
Gualtieri CT, Johnson LG. Medications do not necessarily normalize cognition in ADHD patients. J Atten Disord. 2008; 11:459–469.
Hambrick DZ, Oswald FL, Darowski ES, Rench TA, Brou R (2010). Predictors of multitasking performance in a synthetic work paradigm. Applied Cognitive Psychology.24.
Hodgson K, Hutchinson AD, Denson L (2014). Nonpharmacological treatments for ADHD: a meta-analytic review. J Atten Disord. 18:275–282.
Klingberg T. Fernell E. Olesen P. Johnson M. Gustafsson P. Dahlstr¨om K. et al.(2005). Computerized training of working memory in children with ADHD- A randomized, controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 44, 177–86
Kofler MJ, Rapport MD, Bolden J, Sarver DE, Raiker JS, Alderson RM. (2011). Working memory deficits and social problems in children with ADHD. J Abnorm Child Psychol.; 39:805–817.
Kofler, M. J., Rapport, M. D., Bolden, J., & Altro, T. A. (2008). Working memory as a core deficit in ADHD: Preliminary findings and implications. The ADHD Report, 16(6), 8-14.
Luck, S.J., Vogel, E.K., 2013. Visual working memory capacity: from psychophysics and neurobiology to individual diff erences. Trends Cogn. Sci. 17, 391–400.
Luo, X., Guo, J., Liu, L., Zhao, X., Li, D., Li, H., & Sun, L. (2019). The neural correlations of spatial attention and working memory deficits in adults with ADHD. NeuroImage: Clinical, 22, 101728.
Lundqvist, D., Flykt, A., & Öhman, A. (1998).The Karolinska Directed Emotional Faces-KDEF. CD-ROM from Department of Clinical Neuroscience, Psychology section, Karolinska Institutet, Stockholm, Sweden. ISBN 91-630-7164-9.
Martinussen R. Hayden J. Hogg-Johnson S. Tannock R. A (2005). Metaanalysis of working memory impairments in children attentiondeficit/hyperactivity disorder. Journal of American Academy of Child Pschology, 44, 377-84.
Melby-Lervag M, Hulme C (2013). Is working memory training effective? A meta-analytic review. Dev Psychol. 49:270–291.
Morrison, A. B., & Chein, J. M. (2011). Does working memory training work? The promise and challenges of enhancing cognition by training working memory. Psychonomic bulletin & review, 18(1), 46-60.Sohlberg, M. M., & Mateer, C. A. (1987). Effectiveness of an attention-training program. Journal of clinical and experimental neuropsychology, 9(2), 117-130
Nazari, M.A., Khayati, F., Poursharifi, H., Hakimi, A., Shojaee, Z. (2012). providing basic norm
Nigg JT (2005). Neuropsychological theory and findings in attention-deficit/hyperactivity disorder: the state of the field and salient challenges for the coming decade. Biol Psychiatry. ; 57:1424-1435.
Raiker JS, Rapport MD, Kofler MJ, Sarver DE. Objectively-measured impulsivity and attention deficit/hyperactivity disorder (ADHD): testing competing predictions from the working memory and behavioral inhibition models of ADHD. J Abnorm Child Psychol. 2012; 40:699–713.
Rapport MD, Bolden J, Kofler MJ, Sarver DE, Raiker JS, Alderson RM (2009). Hyperactivity in boys with attention-deficit/hyperactivity disorder (ADHD): a ubiquitous core symptom or manifestation of working memory deficits? J Abnorm Child Psychol. 37:521–534.
Schweizer, S., Grahn, J., Hampshire, A., Mobbs, D., &Dalgleish, T. (2013). Training the emotional brain: improving affective control through emotional working memory training. The Journal of Neuroscience, 33(12), 5301-5311.
Stevens, M. C., Gaynor, A., Bessette, K. L., & Pearlson, G. D. (2016). A preliminary study of the effects of working memory training on brain function. Brain imaging and behavior, 10(2), 387-407.
Tamm, L., Hughes, C., Ames, L., Pickering, J., Silver, C. H., Stavinoha, P., & Emslie, G. (2010). Attention training for school-aged children with ADHD: Results of an open trial. Journal of Attention Disorders, 14(1), 86-94.
Vance, A., Winther, J., Rennie, K. (2012). Management of attention-deficit/hyperactivity disorder: the importance of psychosocial and medication treatments. Journal of Paediatrics and Child Health, 48(2), 33-37.
Webster, R E; Hall, C.W; Brown, M.B; Bolen, L.M (1996). Memory modality differences in children whit attention deficit hyperactive disorder with and without learning disabilities. Journal Psychology in the Schools. 33,193-201
Wechsler, D. (2008). Wechsler Adult Intelligence Scale–Fourth Edition (WAIS–IV). San Antonio, TX: Pearson.
Workgroup, R.D.C. Health, N.I.o.M (2010). Working Memory: Workshop Proceedings. Bethesda, MD.