Cognitive training in academically deficient ADDH boys receiving stimulant medication |
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Authors: | Howard Abikoff David Ganeles Gail Reiter Carol Blum Carmel Foley Rachel G. Klein |
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Affiliation: | (1) Division of Child and Adolescent Psychiatry, Schneider Children's Hospital, Long Island Jewish Medical Center, 11042 New Hyde Park, N.Y.;(2) New York State Psychiatric Institute and Columbia College of Physicians and Surgeons, 10032 New York, N.Y. |
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Abstract: | This study evaluated the effectiveness of a 16-week intensive cognitive training program in stimulant-treated, academically deficient ADDH boys. Cognitive training focused exclusively on academic skills and tasks, and included attack strategy training as well as self-monitoring and self-reinforcement of problem-solving behaviors and response accuracy. Control groups included remedial tutoring plus medication, and medication alone. Despite the scope of the program, the results provided no support for the notion that academically based cognitive training ameliorates the performance and achievement of academically deficient ADDH youngsters. Further, this intervention did not enhance self-esteem or attributional perceptions of academic functioning. There was poor agreement between teacher ratings of academic competence and test score changes. The lack of concordance between measures, and the scarcity of academically deficient ADDH children are discussed.Preparation of this article was supported in part by National Institute of Mental Health Grant MH30822. |
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