The effects of computerized executive function training on the youth with ADHD: A systematic review and meta-analysis

Attention-deficit/hyperactivity disorder (ADHD) is one of the most prevalent neurodevelopmental disorders among the youth, imposing significant stress and economic burdens on so many countries and families. With the widespread adoption of computers, computerized executive function training (CEFT) has emerged as a potentially safer, more convenient, and accessible treatment of ADHD. However, the efficacy of CEFT on the youth with ADHD is debated. To evaluate the efficacy of CEFT for youth with ADHD, we examined its immediate, transfer (including near transfer to other cognitive functions and far transfer to ADHD symptoms, academic performance, and quality of life), and sustained effects. We systematically searched four databases: PubMed, Web of Science, CNKI (China National Knowledge Infrastructure), and Wanfang Data, with search terms encompassing ADHD, CEFT, and youth. After screening, thirty-six articles with 1798 participants have been identified. In the included studies, participant sample sizes varied from 17 to 104 individuals, with mean age spanning from 5 to 15.6 years. Study quality and risk of bias were assessed using the EPHPP tool, with 22 % of studies (n = 8) at low risk, 56 % (n = 21) at moderate risk, and 22 % (n = 8) at high risk. The meta-analysis results revealed significant immediate effects, near transfer effects, far transfer effects, and sustained effects. The meta-regression was conducted but no significant moderator was found. Our study indicates considerable efficacy of CEFT to youth with ADHD, and further exploration of potential moderators may be beneficial to refine its application.