Can preschool games improve ADHD symptoms and focus?

Why is early intervention for preschoolers with ADHD symptoms critical before they enter primary grades?

Early intervention helps prevent ADHD symptoms from being worsened by school failure and social exclusion, which typically occur during primary school and make the disorder more resistant to psychological treatment.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

How are executive functions (EFs) defined in the context of this study?

They are a set of general-purpose control processes that regulate thoughts and behaviors, including skills like working memory, task shifting, and response suppression.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

Which type of working memory is more severely impaired in children with ADHD according to the literature cited?

The impairment in working memory for children with ADHD is greater in visuo-spatial working memory than in verbal working memory.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

What are two major challenges to implementing intervention studies for preschoolers under six who show ADHD symptoms?

First, identifying ADHD at young ages is difficult because symptoms are often unclear or mimic maturation delays; second, these interventions face practical and social limitations in execution.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

According to the recent meta-analysis cited, what type of intervention has historically dominated studies on young children?

Parent training has historically dominated the literature, while direct psychological interventions involving the children themselves remain rare.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

What Italian clinical guideline prevents preschoolers under six from receiving a formal diagnosis of ADHD?

Italian guidelines advise avoiding a complete assessment and a formal clinical diagnosis of ADHD before a child reaches six years of age.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

Which validated rating scale did teachers use in this study to identify children exhibiting ADHD symptoms?

The IPDDAI, which stands for 'Early Identification of ADHD for Teachers' ('Identificazione Precoce del Disturbo da Deficit di Attenzione/iperattività per Insegnanti').

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

What is the structural composition of the IPDDAI rating scale used in this study?

It includes 14 core items divided equally between inattention (7 items) and hyperactivity/impulsivity (7 items), along with 4 additional items assessing risk factors.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

What parent rating scale was utilized to assess the home environment of the preschoolers?

The IPDDAG scale, which has the same structure as the teacher's IPDDAI scale but is tailored to evaluate behaviors in the home context.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

What cutoff score on the IPDDAI determined whether a child belonged to the ADHD symptoms group?

A combined rating score greater than 11 on either the attention subscale, the hyperactivity subscale, or both, which corresponds to the 10th percentile.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

What activities did the non-training control group perform during the intervention phases?

They engaged in their normal school curriculum, including typical classroom activities or exercises specifically dedicated to early literacy development.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

Why were typically developing (TD) children included in the training groups alongside children with ADHD symptoms?

Schools requested an inclusion model to ensure children with difficulties were not isolated and that the integration perspective was maintained.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

Why did the researchers select a higher proportion of girls for the typically developing (TD) group?

Because the study compared treated versus untreated children rather than ADHD versus TD children, they chose to create gender-homogeneous groups by compensating for the higher number of boys in the ADHD group.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

Which demographic and background factors served as exclusion criteria for the study's sample?

Exclusion criteria included low socioeconomic status, poor intellectual abilities (as measured by IPDDAI items), major family problems, foreign backgrounds, and sensory, neurological, or physical impairments.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

What primary paper-and-pencil executive test was administered to all participating children?

The Walk–No Walk Test, also referred to as the Ranette (Frogs) task.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

What specific cognitive constructs does the Walk–No Walk Test (Ranette) evaluate?

It evaluates the control of attention and the inhibition of an ongoing motor or cognitive response.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

Why is the Walk–No Walk Test particularly challenging and effective at measuring response inhibition?

The STOP signal shares its initial sound component with the GO signal, which forces children to wait and process the entire sound before executing their response.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

What cognitive capacities does the Dual Request Selective Task (DRST) evaluate?

It evaluates visuo-spatial working memory, specifically the capacity to maintain spatial coordinates while simultaneously inhibiting irrelevant information.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

What dual tasks must children perform concurrently in the DRST?

Children must remember the initial grid position of a moving plastic frog while simultaneously clapping their hands whenever the frog lands on a highlighted red square.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

What core executive domains are measured by the Matching Figures (MF-14) test?

The MF-14 evaluates sustained attention and the control of impulsivity.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

Which two variables are calculated to score a child's performance on the MF-14 test?

The test scores the total number of selection errors and the response time taken to make the first choice.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

How was the experimental training intervention structured in terms of session dosage and total duration?

The intervention consisted of 17 separate sessions, each lasting 1 hour, delivered twice a week across a span of 9 weeks.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

What published manual served as the foundation for the cognitive training activities?

The training was based on the Italian manual 'Sviluppare la concentrazione e l’autoregolazione' ('Development of Concentration and Self-Control').

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

What foundational behavioral strategies were introduced to the children during Block 1 of the training?

Children were taught basic behaviors to maintain attention and control impulses, such as adopting correct posture, focusing their gaze, inhibiting sudden movements, and waiting for their turn to answer.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

What advanced executive processes were targeted in the final three units of the training (Block 4)?

The final block focused on divided attention, shifted attention (moving attention between different stimuli), and updating information stored in working memory.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

What structural steps characterized the flow of each training session in the intervention?

Each session followed a set structure: metacognitive introduction, presentation of tasks, instructions/practice, subgroup practice, strategic reflections, and final introspection/feedback.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

How did researchers verify the fidelity of implementation for the training?

Fidelity was managed by using pre-written manuals, holding bi-weekly supervision meetings with the trainers, and having trainers keep a daily journal, which showed a 90% perfect match with intended activities.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

How did the training affect performance on the primary Walk–No Walk Test for the ADHD symptoms group?

There was a significant group-by-time interaction showing that the trained group significantly improved their score, whereas the control group experienced no significant changes.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

What outcome did the training have on the number of errors made during the MF-14 test in ADHD children?

There was a significant group-by-time interaction; children in the training condition significantly reduced their selection errors, while the controls did not improve.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

What trend in response latency on the MF-14 task was observed for the trained ADHD group?

Trained children demonstrated a substantial trend toward slower, more reflective response times (increasing from ~9.6 to 18 seconds), whereas the control group's response times remained flat.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

How did teacher behavioral ratings on the IPDDAI change after the training period?

Both the training and non-training groups improved in inattention and hyperactivity to the same extent, indicating that the behavior changes were likely due to maturation or general classroom activities.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

Did the executive function training show any positive impacts on the typically developing (TD) children?

Yes, typically developing children in the training group showed some improvement, particularly by reducing their errors on the DRST working memory task.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

What predefined statistical parameter represented a meaningful 'clinical improvement' for individual participants?

A positive change of at least 1 standard deviation (SD) between the pre-test and post-test scores was predefined as a clinical improvement.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

What source of teacher bias serves as a limitation for interpreting the study's behavioral ratings?

Teachers were informed about which children were assigned to the training versus control groups, meaning they were not blind to the intervention conditions.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified

What major study limitation prevented the researchers from evaluating 'far transfer' effects of the intervention?

The researchers were not permitted to assess far transfer effects, meaning they could not measure whether the cognitive training generalized to wider school activities.

Source: Effect of training focused on executive functions (attention, inhibition, and working memory) in preschoolers exhibiting ADHD symptoms · DOI · quote verified