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1000 Titel
  • Do cognitive interventions for preschoolers improve executive functions and reduce ADHD and externalizing symptoms? A meta-analysis of randomized controlled trials
1000 Autor/in
  1. Pauli-Pott, Ursula |
  2. Mann, Christopher |
  3. Becker, Katja |
1000 Erscheinungsjahr 2020
1000 Publikationstyp
  1. Artikel |
1000 Online veröffentlicht
  • 2020-09-05
1000 Erschienen in
1000 Quellenangabe
  • 30(10):1503-1521
1000 Copyrightjahr
  • 2020
1000 Lizenz
1000 Verlagsversion
  • https://doi.org/10.1007/s00787-020-01627-z |
  • https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8505290/ |
1000 Publikationsstatus
1000 Begutachtungsstatus
1000 Sprache der Publikation
1000 Abstract/Summary
  • Many interventions targeting executive function (EF) development in the preschool period, where malleability might be particularly high, have been created and evaluated. We conducted a meta-analysis of randomized controlled trials (RCTs) on the effects of these interventions on (a) EFs in preschool children from the general population as well as preschool children with (symptoms of) attention-deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD), and (b) ADHD and ODD symptoms in preschool children with ADHD/ODD (symptoms). Literature search yielded 35 RCTs. Risk of bias of the individual studies was assessed. A random-effects model was used. Moderator effects were tested using mixed model analyses. The overall effects on EFs were: d = 0.46 (95% CI 0.30-0.61) for working memory (WM), d = 0.30 (95% CI 0.21-0.38) for inhibitory control (IC), d = 0.33 (95% CI - 0.04 to 0.71) for reward-related IC, and d = 0.47 (95% CI 0.28-0.66) for flexibility. In children with ADHD/ODD, mean effects were d = 0.64 (95% CI 0.31-0.96) for WM and d = 0.46 (95% CI 0.07-0.84) for IC. Studies on reward-related IC and FL were lacking. Effects on ODD and ADHD symptoms were d = 0.40 (95% CI - 0.23 to 1.03) and d = 0.28 (95% CI - 0.08 to 0.64), respectively. Interventions targeting multiple EFs and using interpersonal cognitive scaffolding approaches showed large and statistically significant effects on ADHD and ODD symptoms. In preschool children of the general population and in those with ADHD/ODD (symptoms), interventions led to an improvement of EF performance. In children with ADHD and ODD, cognitive scaffolding interventions were most effective in terms of reducing ADHD and ODD symptoms. However, more well-controlled studies need to be conducted before any firm conclusions can be drawn.
1000 Sacherschließung
lokal Attention Deficit and Disruptive Behavior Disorders/therapy [MeSH]
lokal Executive Function [MeSH]
lokal Attention-deficit hyperactivity disorder
lokal Humans [MeSH]
lokal Original Contribution
lokal Meta-analysis
lokal Oppositional defiant disorder
lokal Intervention
lokal Randomized Controlled Trials as Topic [MeSH]
lokal Attention Deficit Disorder with Hyperactivity/therapy [MeSH]
lokal Executive functions
lokal Preschool children
lokal Cognition [MeSH]
lokal Child, Preschool [MeSH]
1000 Liste der Beteiligten
  1. https://frl.publisso.de/adhoc/uri/UGF1bGktUG90dCwgVXJzdWxh|https://frl.publisso.de/adhoc/uri/TWFubiwgQ2hyaXN0b3BoZXI=|https://orcid.org/0000-0003-4858-5127
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1000 Erstellt am 2023-11-17T13:39:29.944+0100
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1000 Zuletzt bearbeitet Fri Dec 01 07:11:13 CET 2023
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