Evaluation of a Three-Month Cognitive Intervention in Children with Attention-Deficit/Hyperactivity Disorder

Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder that affects the cognitive and behavioral functioning of children. Cognitive interventions have been proposed to improve attentional functioning. The study investigated whether a three-month multi-component cognitive intervention was associated with changes in attentional functioning in children with ADHD, and whether these changes might extend to behavioral domains.

A quasi-experimental pre–post exploratory study without a control group was conducted in 55 children (aged 7–11 years) with inattentive ADHD. The intervention included twice-weekly computerized cognitive training and daily paper-based exercises. Neuropsychological performance was assessed before and after intervention using computerized tests and paper-based scales completed by parents and teachers. Nonparametric analyses were applied, and effect sizes (r) were calculated.

Significant improvements were observed in attentional measures, including the Test of Attentional Vigilance (Z = –3.37, r = 0.52), Stroop task (Z = 3.46, r = 0.53), Go/No-Go task (Z = 4.13, r = 0.59). Reaction times decreased in selected tasks (visual search: Z = –6.03, r = 0.71), while other measures demonstrated non-significant trends. Behavioral assessments indicated reductions in inattention across ASEBA (Z = 4.11, r = 0.56), CBCL (Z = 3.95, r = 0.52), TRF (Z = 4.16, r = 0.59) scales.

The findings support multi-component cognitive interventions, although intervention-specific effects cannot be confirmed due to the absence of controls.

Improvements were observed across multiple attentional domains, particularly divided, focused, and visuospatial attention. These improvements were partially transferred to observable behavioral changes. The findings may provide preliminary evidence for the potential benefits of cognitive interventions.