Effectiveness of therapeutic programs for students with ADHD with executive function deficits. Issue 4 (2nd October 2017)

• Record Type: Journal Article
• Authors: Chaimaha, Napalai; Sriphetcharawut, Sarinya; Lersilp, Suchitporn; Chinchai, Supaporn
• Is Part Of: Journal of occupational therapy, schools, & early intervention. Volume 10:Issue 4(2017)
• Page Start: 436
• Page End: 456
• Publication Date: 2017-10-02
• Subjects: ADHD -- collaborative -- executive function -- occupational therapy -- therapeutic programs; Occupational therapy for children -- United States -- Periodicals; Occupational therapy for children -- Periodicals; Children with disabilities -- Education -- United States -- Periodicals; Children with disabilities -- Education -- Periodicals; Periodicals; 615.85150830973
• DOI: 10.1080/19411243.2017.1359131
• Languages: English
• ISSNs: 1941-1243

Abstract

ABSTRACT: The purpose of this study was to investigate the effectiveness of therapeutic programs, an executive function training program and a collaborative program, for students with attention-deficit/hyperactivity disorder (ADHD) with executive function deficits (EFDs), especially regarding working memory, planning, and monitoring. The participants were eight students diagnosed with ADHD with EFDs between 10–12 years old and "supporters" (parents, teachers, principals, and peers). The eight students participated in EF trainings three times weekly for seven weeks. A one-group pretest–posttest design measured changes in executive functions (EFs) using the Tower of London-Drexel University (TOL DX ), Wechsler Intelligence Scale for Children-Revised (WISC-R; Digit Span subtest), and the Behavior Rating Inventory of Executive Function (BRIEF) pre- and postintervention. The collaborative program taught "supporters" ways to assist students with ADHD with EFDs in improving their EFs. Statistically significant improvements ( p < .05) with the Wilcoxon signed rank test were found for working memory, planning, and self-monitoring on the BRIEF (Teacher Form), and working memory in WISC-R. No significant differences within the group for the TOL DX were found. School performance (as indicated by Grade Point Average) showed significant improvement. These findings indicate that these therapeutic programs were effective in improving EF for students with ADHD with EFDs.