title: A randomized clinical trial of Cogmed Working Memory Training in school-age children with ADHD: a replication in a diverse sample using a control condition.
abstract: BACKGROUND
  Cogmed Working Memory Training (CWMT) has received considerable attention as a promising intervention for the treatment of Attention-Deficit/Hyperactivity Disorder (ADHD) in children. At the same time, methodological weaknesses in previous clinical trials call into question reported efficacy of CWMT. In particular, lack of equivalence in key aspects of CWMT (i.e., contingent reinforcement, time-on-task with computer training, parent-child interactions, supportive coaching) between CWMT and placebo versions of CWMT used in previous trials may account for the beneficial outcomes favoring CWMT.
  
  
  METHODS
  Eighty-five 7- to 11-year old school-age children with ADHD (66 male; 78%) were randomized to either standard CWMT (CWMT Active) or a well-controlled CWMT placebo condition (CWMT Placebo) and evaluated before and 3 weeks after treatment. Dependent measures included parent and teacher ratings of ADHD symptoms; objective measures of attention, activity level, and impulsivity; and psychometric indices of working memory and academic achievement (Clinical trial title: Combined cognitive remediation and behavioral intervention for the treatment of Attention-Deficit/Hyperactivity Disorder; http://clinicaltrials.gov/ct2/show/NCT01137318).
  
  
  RESULTS
  CWMT Active participants demonstrated significantly greater improvements in verbal and nonverbal working memory storage, but evidenced no discernible gains in working memory storage plus processing/manipulation. In addition, no treatment group differences were observed for any other outcome measures.
  
  
  CONCLUSIONS
  When a more rigorous comparison condition is utilized, CWMT demonstrates effects on certain aspects of working memory in children with ADHD; however, CWMT does not appear to foster treatment generalization to other domains of functioning. As such, CWMT should not be considered a viable treatment for children with ADHD.
authors.affiliation: Department of Psychology, Queens College, City University of New York, Flushing, NY, USA; Department of Psychology, The Graduate School and University Center, New York, NY, USA; Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, NY, USA; New York University Langone Medical Center Child Study Center, New York, NY, USA.
authors.forename: A
authors.initials: A
authors.lastname: Chacko
authors.forename: A C
authors.initials: AC
authors.lastname: Bedard
authors.forename: D J
authors.initials: DJ
authors.lastname: Marks
authors.forename: N
authors.initials: N
authors.lastname: Feirsen
authors.forename: J Z
authors.initials: JZ
authors.lastname: Uderman
authors.forename: A
authors.initials: A
authors.lastname: Chimiklis
authors.forename: E
authors.initials: E
authors.lastname: Rajwan
authors.forename: M
authors.initials: M
authors.lastname: Cornwell
authors.forename: L
authors.initials: L
authors.lastname: Anderson
authors.forename: A
authors.initials: A
authors.lastname: Zwilling
authors.forename: M
authors.initials: M
authors.lastname: Ramon
mesh_terms: D001289:Attention Deficit Disorder with Hyperactivity / Q000503:physiopathology / Q000628:therapy*; D002648:Child; D015928:Cognitive Behavioral Therapy / Q000379:methods*; D005260:Female; D006801:Humans; D008297:Male; D008570:Memory, Short-Term / Q000502:physiology*; D010919:Placebos; D016896:Treatment Outcome
chemical_list: D010919:Placebos
keywords: ADHD; cognitive training; treatment; working memory