Transferability of cognitive training in children with ADHD: Comparison of remediation and compensation approaches

This study evaluates the effectiveness of two cognitive training interventions-Attentive Rehabilitation of Attention and Memory (ARAM) and the Program for Executive Function Training (PETRA)- in improving behavioral symptoms and cognitive functions in preschoolers with ADHD. 47 preschool children with ADHD were randomly assigned to either the ARAM (N = 15), PETRA (N = 15), or control group (N = 17). Behavioral outcomes were assessed using the Behavior Rating Inventory of Executive Function (BRIEF) and ADHD Symptom Checklist (ADHD-SC4) and cognitive outcomes were measured by Day/Night Stroop, Missing Scan Test, and Trail Making Test. Statistical analysis was conducted using mixed-design ANOVA for group × time comparisons, and transfer effects were evaluated using effect sizes (Cohen's d) within different FIELD domains (Function, Implement, Ecology, Level, and Duration). Both ARAM and PETRA demonstrated improvements in inhibitory control, shifting attention, memory, planning, and emotion regulation, with sustained reductions in ADHD symptoms. Analysis of transfer effects indicated that both ARAM and PETRA promoted transferability across the FIELD domains, with PETRA generally showing larger effect sizes across function, implement, ecology, level, and duration.