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CME-Beitrag

Wirksamkeit verhaltenstherapeutischer Maßnahmen auf die Aufmerksamkeits- und Exekutiv- funktionen bei Kindern und Jugendlichen mit ADHS

Published Online:February 28, 2015https://doi.org/10.1024/1661-4747/a000049

Abstract

Die Studie beschäftigt sich mit der Frage, ob und inwieweit lernpsychologische Techniken die Exekutivfunktionen bei Kindern und Jugendlichen mit ADHS innerhalb eines multimodalen Therapieprogramms günstig beeinflussen können. 45 Kinder und Jugendliche mit ADHS nahmen an einem zweiwöchigen ADHS-Summercamp teil, in dem ein stringentes Response-Cost-Token-Vorgehen (RCT) sowie ein gezieltes Aufmerksamkeitstraining eingesetzt wurden. In einem Prä-Post-Design wurden die Aufmerksamkeits- und Exekutivfunktionen der Kinder mit Hilfe der Testbatterie zur Aufmerksamkeitsprüfung (TAP) und des Trail-Making-Tests (TMT) erfasst. Sechs Wochen nach dem Training ließen sich signifikante neuropsychologische Leistungsverbesserungen bezüglich der Aufmerksamkeitsregulation und der Inhibitionskontrolle feststellen. Da jegliche Medikation vor Beginn der Maßnahme und somit auch zur Testung abgesetzt wurde, lassen sich die Effekte vorwiegend auf das RCT und das Aufmerksamkeitstraining zurückführen. Die Studie zeigt erneut, dass der Einsatz spezifischer lernpsychologischer Techniken die neuropsychologischen Funktionen von Kindern mit ADHS verbessern kann.


Effectiveness of Behavioral Therapy on Attention Regulation and Executive Functioning in Children and Adolescents with ADHD

The present study examined whether learning theory-based techniques in a multimodal training lead to an improvement in attention regulation and executive functioning of children and adolescents with ADHD. 45 children and adolescents with ADHD participated for two weeks in a Summercamp Program which included a systematic Response-Cost-Token approach (RCT) and specific attention training. In an experimental pre-post design executive functions were assessed using the Test for Attention Performance (TAP) and the Trail-Making-Test (TMT). The results showed significant improvement in specific neuropsychological functions like attention regulation and inhibitory control. Since all participants discontinued medication before and during the training, these effects refer predominantly on RCT and attention training. Thus, fundamental learning theory-based techniques lead to substantial improvement in neuropsychological functioning of children with ADHD.

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