The Modality Effect of Working Memory Training on attentional function of Children with ADHD in CANTAB

Background and Aim: Modality and the way information is presented is one of the most influential factors on attention processing, memory and learning. Even though children with ADHD show deficits in receiving integrated information from the visual and auditory systems and despite strong theoretical backgrounds, it has been less addressed in working memory interventions. Therefore, the effect of modality on working memory training in near and far transfer was investigated through two CANTAB sub-tests. Methods: Significant differences were observed in the post-test in both the visual and auditory groups in sensitivity and bias (RVP) as well as total error index (SWM) but in the use of strategy and reaction time, there were no significant differences. Results: This study was conducted as a ۲۰-session intervention program on ۶۱ children with ADHD who were in the age group of ۸-۱۲ years and were evaluated by SWM and RVP sub-tests. The subjects were divided into four groups: visual and auditory training groups and active and passive control groups. The intervention program consisted of ۴۰-۶۰ minutes working memory training for the training groups and ۵-۱۰ minutes for the active control group and no intervention for the non-active control group. Data were analyzed using multivariate analysis of covariance. Conclusion: With respect to the significant difference between training groups and control groups, the modality-based working memory training program seems to be successful. Also, the lack of significant difference between the visual and auditory groups indicates the same effect of both modalities on the near and far transfer.

کلیدواژه ها:

Working Memory Training ، Modality ، ADHD