Hyperactive Children Treated With Stimulants: Is Cognitive Training a Useful Adjunct?

doi:10.1001/archpsyc.1985.01790330033004

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Vol. 42 No. 10, October 1985

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Hyperactive Children Treated With Stimulants

Is Cognitive Training a Useful Adjunct?

Howard Abikoff, PhD; Rachel Gittelman, PhD

Arch Gen Psychiatry. 1985;42(10):953-961.

Abstract

• We evaluated whether, among hyperactive children whorequired maintenance stimulant treatment, cognitive training(1) enhanced academic performance; (2) improved the functioningof youngsters who had only a partial behavioral response tomedication; (3) facilitated withdrawal of stimulant treatment;and (4) enhanced maintenance effects of academic gains followingtermination of stimulants. A 16-week cognitive training programthat emphasized reflective problem-solving strategies and socialproblem-solving skills was compared with an attention controltreatment and with no training. There was virtually no evidenceof efficacy of cognitive training. No significant treatmenteffects were obtained on academic, behavioral, and cognitivemeasures. Cognitive training did not improve behavior amongchildren with residual problems, nor did it facilitate the withdrawalof medication. With placebo substitution, the overwhelming majorityof children required remedication, regardless of previous exposureto cognitive training.

Author Affiliations

From the Department of Psychiatry, Long Island Jewish—Hillside Medical Center, Glen Oaks, NY (Dr Abikoff), New York State Psychiatric Institute (Dr Gittelman), and Columbia University College of Physicians and Surgeons (Dr Gittelman), New York.

Footnotes

Accepted for publication Feb 6, 1985.

Reprint requests to Department of Psychiatry, Long Island JewishMedical Center, PO Box 38, Glen Oaks, NY 11004 (Dr Abikoff).

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