Assessing the Impact of Cognitive Training on Children with ADHD: A Qualitative Analysis
DOI:
https://doi.org/10.58222/juvokes.v3i2.1191Kata Kunci:
Cognitive Training, ADHD (Attention Deficit Hyperactivity Disorder), Hyperactivity Disorder Executive Functioning, Behavioral RegulationAbstrak
Cognitive training has become one of the most promising interventions for children diagnosed with Hyperactive Disorder, commonly known as ADHD, or attention deficit hyperactivity disorder. It is a qualitative study seeking to uncover the advantages of cognitive training towards children suffering from hyperactivity disorder. The study focuses on the perspectives and experiences of the parents, teachers, and medical professionals who look after and grow these kids. Through focus groups and semi-structured interviews, information about alterations in academic performance, attention span, and behavioural regulation is obtained. Findings indicated that there is a possibility that cognitive training may be an effective tool in improving the executive functioning of disruptive children with hyperactive disorder, and results seem to vary according to the characteristics of the child and approach of the training involved. Some recommendations for educators and therapists are provided as well as ideas for future research.
Referensi
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
Barkley, R. A. (1997). ADHD and the Nature of Self-Control. Guilford Press.
Barkley, R. A. (2014). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment. Guilford Publications.
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964.
Klingberg, T., Forssberg, H., & Westerberg, H. (2005). Training of working memory in children with ADHD. Journal of Clinical and Experimental Neuropsychology, 27(6), 761-778.
Holmes, J., Gathercole, S. E., & Dunning, D. L. (2009). Adaptive training leads to sustained enhancement of poor working memory in children. Developmental Science, 12(4), F9-F15.
Green, C. T., et al. (2012). Will working memory training generalize to improve off-task behavior in children with attention-deficit/hyperactivity disorder? Neurotherapeutics, 9(3), 639-648.
Shipstead, Z., Hicks, K. L., & Engle, R. W. (2012). Cogmed working memory training: Does the evidence support the claims? Journal of Applied Research in Memory and Cognition, 1(3), 185-193.
Gathercole, S. E., & Alloway, T. P. (2008). Working memory and learning: A practical guide for teachers. Sage Publications.
Rapport, M. D., et al. (2013). Hyperactivity in boys with ADHD: A ubiquitous core symptom or manifestation of working memory deficits? Journal of Abnormal Child Psychology, 41(6), 821-836.
Gazzaley, A., & Rosen, L. D. (2016). The distracted mind: Ancient brains in a high-tech world. MIT Press.
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168.
Sonuga-Barke, E. J. (2002). Psychological heterogeneity in ADHD—a dual pathway model of behaviour and cognition. Behavioural Brain Research, 130(1-2), 29-36.
Barkley, R. A., & Fischer, M. (2010). The unique contribution of emotional impulsiveness to impairment in major life activities in hyperactive children as adults. Journal of the American Academy of Child & Adolescent Psychiatry, 49(5), 503-513.
Castellanos, F. X., & Proal, E. (2012). Large-scale brain systems in ADHD: beyond the prefrontal-striatal model. Trends in Cognitive Sciences, 16(1), 17-26.
Faraone, S. V., et al. (2015). The world federation of ADHD international consensus statement:
_1.png)
