Preliminary data suggesting the efficacy of attention training for school-aged children with ADHD

Leanne Tamm, Jeffery N. Epstein, James L. Peugh, Paul A. Nakonezny, Carroll W. Hughes

Research output: Contribution to journalArticlepeer-review

71 Scopus citations


A pilot randomized clinical trial was conducted to examine the initial efficacy of Pay Attention!, an intervention training sustained, selective, alternating, and divided attention, in children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). After a diagnostic and baseline evaluation, school-aged children with ADHD were randomized to receive 16 bi-weekly sessions of Pay Attention! (n = 54) or to a waitlist control group (n = 51). Participants completed an outcome evaluation approximately 12 weeks after their baseline evaluation. Results showed significant treatment effects for parent and clinician ratings of ADHD symptoms, child self-report of ability to focus, and parent ratings of executive functioning. Child performance on neuropsychological tests showed significant treatment-related improvement on strategic planning efficiency, but no treatment effects were observed on other neuropsychological outcomes. Treatment effects were also not observed for teacher ratings of ADHD. These data add to a growing body of literature supporting effects of cognitive training on attention and behavior, however, additional research is warranted.

Original languageEnglish (US)
Pages (from-to)16-28
Number of pages13
JournalDevelopmental Cognitive Neuroscience
StatePublished - 2013


  • ADHD
  • Attention training
  • Cognitive training
  • Executive functioning
  • Intervention

ASJC Scopus subject areas

  • Cognitive Neuroscience


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