Working memory training in college students with ADHD or LD.

OBJECTIVE

The objective of this study was to determine the feasibility and effectiveness of working memory (WM) training in college students with ADHD or learning disabilities (LD).

METHOD: A total of 62 students (21 males, 41 females) were randomized to a 5-week intensive WM training program or a wait-list control group. Participants were evaluated before treatment, 3 weeks after completion, and at 2-month follow-up. The criterion measures were standardized tests of auditory-verbal and visual-spatial WM. Near transfer measures included other cognitive tasks; far transfer measures included academic tasks and behavioral rating scales.

RESULTS

Intent-to-treat analysis revealed that participants receiving WM training showed significantly greater improvements on the criterion WM measures and self-reported fewer ADHD symptoms and cognitive failures. The follow-up assessment indicated that gains in WM were maintained, as were improvements in cognitive failures.

CONCLUSION

Computerized WM training is a feasible and possibly viable approach for enhancing WM in college students with ADHD or LD.