To the top

Page Manager: Webmaster
Last update: 9/11/2012 3:13 PM

Tell a friend about this page
Print version

Computerized training of … - University of Gothenburg, Sweden Till startsida
To content Read more about how we use cookies on

Computerized training of working memory in children with ADHD--a randomized, controlled trial.

Journal article
Authors Torkel Klingberg
Elisabeth Fernell
Pernille J Olesen
Mats Johnson
Per Gustafsson
Kerstin Dahlström
Christopher Gillberg
Hans Forssberg
Helena Westerberg
Published in Journal of the American Academy of Child and Adolescent Psychiatry
Volume 44
Issue 2
Pages 177-186
ISSN 0890-8567
Publication year 2005
Published at Institute for the Health of Women and Children, Dept of Child and Adolescent Psychiatry
Pages 177-186
Language en
Keywords Attention Deficit Disorder with Hyperactivity, Epidemiology, Rehabilitation, Child, Computer-Assisted Instruction, Double-Blind Method, Female, Follow-Up Studies, Humans, Male, Memory Disorders, Epidemiology, Therapy, Software, Teaching, Methods
Subject categories Child and adolescent psychiatry


OBJECTIVE: Deficits in executive functioning, including working memory (WM) deficits, have been suggested to be important in attention-deficit/hyperactivity disorder (ADHD). During 2002 to 2003, the authors conducted a multicenter, randomized, controlled, double-blind trial to investigate the effect of improving WM by computerized, systematic practice of WM tasks. METHOD: Included in the trial were 53 children with ADHD (9 girls; 15 of 53 inattentive subtype), aged 7 to 12 years, without stimulant medication. The compliance criterion (>20 days of training) was met by 44 subjects, 42 of whom were also evaluated at follow-up 3 months later. Participants were randomly assigned to use either the treatment computer program for training WM or a comparison program. The main outcome measure was the span-board task, a visuospatial WM task that was not part of the training program. RESULTS: For the span-board task, there was a significant treatment effect both post-intervention and at follow-up. In addition, there were significant effects for secondary outcome tasks measuring verbal WM, response inhibition, and complex reasoning. Parent ratings showed significant reduction in symptoms of inattention and hyperactivity/impulsivity, both post-intervention and at follow-up. CONCLUSIONS: This study shows that WM can be improved by training in children with ADHD. This training also improved response inhibition and reasoning and resulted in a reduction of the parent-rated inattentive symptoms of ADHD.

Page Manager: Webmaster|Last update: 9/11/2012

The University of Gothenburg uses cookies to provide you with the best possible user experience. By continuing on this website, you approve of our use of cookies.  What are cookies?