Study of computerized cognitive training technique for treatment of children with attention deficit hyperactivity disorder. A new treatment modality experience.

Background: ADHD is the most commonly diagnosed neurodevelopmental disorder of childhood that can affect the academic achievement, well-being and social interactions of children. Different treatment modalities are used for its management.

Aim: the value of computerized cognitive training (CCT) programs in improving cognitive functions and core symptoms in ADHD children.

Subjects and Methods: 60 school-aged children (between 6 years and 13 years old) with ADHD were included. Patients’ data were collected; general examination and the following pyschometric studies: 1. DSM-V criteria of ADHD, 2. Conner's Parent Rating Scale for assessment of the ADHD and severity, 3. Stanford Binet intelligence test - 5th edition for assessment of IQ. Exclusion criteria: 1. chronic neurological or non-neurological diseases as Epilepsy or IDDM, 2. use of anti-ADHD non stimulant drugs (atmoxetine) or stimulant drugs (methylphenidate), 3. IQ less than 90

Results: There was significant improvement in comparison between the Pre-CCT and Post CCT assessment among the studied groups in regard the core symptoms of ADHD including the attention and concentration (duration, order of thinking and learning from mistakes), Hyperactivity (Movement within chair, Talking, Flight of ideas), Topological memory (Method of memorizing, Recall), Reaction Behavior (impulsivity and confidence)

Conclusion: From the present study, it was concluded that CCT training sessions is effective in improvement of ADHD core symptoms including inattention hyperactivity, impulsivity and memory deficits either with or without medical therapy. It results in improvement of confidence, duration and order of thinking, learning from mistakes, excessive movement, flight of ideas and recall.
Keywords: ADHD, Cognitive training, children, neuropyschiatry