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Intervention for executive functions in attention deficit and hyperactivity disorder

Intervenção para funções executivas no transtorno do déficit de atenção e hiperatividade

Amanda Menezes Natália Martins Dias Bruna Tonietti Trevisan Luiz Renato R. Carreiro Alessandra Gotuzo Seabra About the authors

This study aimed to investigate if an executive functions (EF) intervention could promote these skills in individuals with attention deficit and hyperactivity disorder (ADHD). Eighteen children and adolescents, 7-13 years old, divided into experimental (EG, N = 8) and control (CG, N = 10) groups, were assessed in the Block Design and Vocabulary subtests of the WISC III and seven tests of EF. Parents answered two scales, measuring EF and inattention and hyperactivity signs. EG children participated in a program to promote EF in twice-weekly group sessions of one hour each. After 8 months of intervention, groups were assessed again. ANCOVA, controlling for age, intelligence quotient and pretest performance, revealed gains in attention/inhibition and auditory working memory measures for the EG. No effect was found for scales or measures of more complex EF. Results are not conclusive, but they illustrate some promising data about EF interventions in children and adolescents with ADHD.

regulation; intervention; executive function; inattention

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