Efficacy of Cognitive Retraining Techniques in Children with Attention Deficit Hyperactivity Disorder

Background: Pharmacotherapy using stimulants has emerged as a primary mode of treatment for attention deficit hy-peractivity disorder (ADHD). However, these stimulants often do not ameliorate all the problems (especially atten-tional problems) that these children experience. Considering this, the use of non-pharmacological treatments that are designed to improve attention and other cognitive abilities need to be empirically investigated. Aim and Objectives: To study the efficacy of cognitive retraining (CR) techniques in management of ADHD. Materials and Methods: Pre and post-intervention study design was used with 20 children, ages 7 to 11 years, diag-nosed with (ADHD). Treatment and wait list control groups (n=10) were matched for age, sex, and medication sta-tus. Both groups completed pre- and post-intervention assessment batteries that included psychometric measures of sus-tained attention, selective attention (Digit Vigilance task), focused attention (Colour Trails Test), divided attention (Triads Test), a measure of academic efficiency (Grade Level Assessment Device, GLAD), and behavioral rating scales (ADHDT). Intervention comprised of 36 hours of cognitive retraining activities aimed to enhance selective, sus-tained and divided attention. SPSS version17.0 was used for descriptive and analytical statistical analysis. Results: The mean change from baseline for sustained attention (errors), focused attention and selective attention and was significantly greater in the CR group than in wait list control group (p<0.05). The mean change from baselin