ArticleOccupational therapy international2020
Effects of a Cognitive-Functional Intervention Method on Improving Executive Function and Self-Directed Learning in School-Aged Children with Attention Deficit Hyperactivity Disorder: A Single-Subject Design Study.
Article in Occupational therapy international, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed, 10 citations in OpenAlex.
- Feasibility of "DiverAcción": A Web-Based Telerehabilitation System for Executive Functions Training in Children and Adolescents with ADHD-Longitudinal Study Protocol.Healthcare (Basel, Switzerland) · 2026Article
- Effects of homework creativity on academic achievement and creativity disposition: Evidence from comparisons with homework time and completion based on two independent Chinese samples.Frontiers in psychology · 2022Article
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Authors and funding
4 authors at 2 institutions in 1 country.
Funding
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Abstract
backgroundSchool-aged children with attention deficit hyperactivity disorder (ADHD) face many difficulties with self-directed learning because of their poor executive function. This leads to secondary problems such as learning disabilities and depression, so the role of intervention to improve executive function in school-aged children with ADHD is important.
objectiveThe present study is aimed to investigate how cognitive-functional (Cog-Fun) intervention affected executive function of school-aged children with ADHD and the sustainability of these effects. To investigate the effects of changes in the executive function of school-aged children with ADHD through Cog-Fun intervention in self-directed learning.
methodA single-subject A-B-A research design was employed in this study. Three children aged 9-10 years who were diagnosed with ADHD were selected. A total of 17 experimental sessions were conducted. The Cog-Fun intervention program was implemented during the intervention phase. To measure dependent variables, Behavior Rating Inventory of Executive Function (BRIEF) and Homework Problems Checklist (HPC) were used. Significant changes in executive function assessed by the Children's Color Trails Test (CCTT) and Stroop test were analyzed through two-standard deviation band analysis. Additionally, video clips of task performance were analyzed to examine qualitative performance changes in self-directed learning.
resultAll three participants presented statistically significant changes with a number of near-misses of CCTT and color words score of Stroop test during the intervention.
conclusionThe study supports the effectiveness of Cog-Fun intervention in improving executive function in school-aged children with ADHD and confirmed that the improvement of executive function ultimately leads to the improvement of self-directed learning performance.
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