Scholarlink

<p>This study examined the efficacy of Neurocognitive-Academic Training (NAT) which is an integrating computerized neurocognitive training, teacher positive feedback, and handwriting practice for children with ADHD. Fifty-six children (5-9 years) were assigned to NAT or a control group. Significant Time × Group interactions revealed that NAT yielded large-effect improvements in inhibitory control, on-task behavior, handwriting construction and accuracy, and parent/homeroom teacher-rated inattention and hyperactivity. While working memory also showed significant improvement in the NAT group, its progression differed, reflected in significant main effects rather than an interaction. No effects emerged for handwriting directionality. Domain-specific efficacy gradients were observed, with maximal benefits for handwriting construction (η²p = 0.68) and accuracy (η²p = 0.45), and parent-rated inattention (η²p = 0.46). The findings demonstrate that a low-frequency NAT protocol can simultaneously enhance behavioral, cognitive, and academic outcomes, highlighting the value of embedding neurocognitive training within ecologically valid academic contexts.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Neurocognitive academic training to improve symptoms executive functions and Chinese handwriting in children with ADHD

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年4月3日

查看全文
  • Han Jiang,
  • Stuart J. Johnstone,
  • Yingxin Li,
  • Jinjin Lu,
  • Bo-Bei Mao

摘要

This study examined the efficacy of Neurocognitive-Academic Training (NAT) which is an integrating computerized neurocognitive training, teacher positive feedback, and handwriting practice for children with ADHD. Fifty-six children (5-9 years) were assigned to NAT or a control group. Significant Time × Group interactions revealed that NAT yielded large-effect improvements in inhibitory control, on-task behavior, handwriting construction and accuracy, and parent/homeroom teacher-rated inattention and hyperactivity. While working memory also showed significant improvement in the NAT group, its progression differed, reflected in significant main effects rather than an interaction. No effects emerged for handwriting directionality. Domain-specific efficacy gradients were observed, with maximal benefits for handwriting construction (η²p = 0.68) and accuracy (η²p = 0.45), and parent-rated inattention (η²p = 0.46). The findings demonstrate that a low-frequency NAT protocol can simultaneously enhance behavioral, cognitive, and academic outcomes, highlighting the value of embedding neurocognitive training within ecologically valid academic contexts.