How Neurocognitive Training Can Help Your Teen Improve Their Working Memory

So many parents and their teens struggle to find solutions to help them improve their academic performance when faced with an ADHD diagnosis.

The team of experts at the Breakthrough ADHD Center regularly work with teens who need to improve cognitive function skills like working memory.

Neurocognitive training can specifically help improve working memory, focusing on skills like token search, by using unique strategies:

Customized token search exercises: Computer-based neurocognitive training programs offer a variety of token search exercises tailored to the child’s age and skill level, ensuring an appropriate level of challenge for enhancing working memory.

Visually appealing token search activities: Engaging, visually stimulating activities designed to improve token search skills keep children interested, making it more enjoyable for them to practice remembering and searching for hidden items in different environments.

Progressive token search tasks: Neurocognitive training programs gradually increase the complexity and difficulty of token search tasks, allowing children to build their working memory skills over time as they become more proficient in locating hidden items.

Encouraging strategic thinking: The training activities may help children develop strategies for more effectively searching for hidden tokens, such as using systematic approaches or mnemonic techniques, which can improve their working memory abilities.

Most parents and their teens always ask, can neurofeedback help improve working memory in individuals with ADHD?

The answer quite simply is yes. Neurofeedback can specifically help improve working memory, such as token search, with distinct methods like:

Enhancing neural connections: Neurofeedback focuses on strengthening the connections between brain regions involved in working memory tasks, like token search, by teaching children to control their brainwaves more effectively.

Individualized training: Neurofeedback programs are tailored to each child’s unique brain patterns, ensuring that the training targets their specific working memory challenges, including token search tasks.

Improving sustained attention: By training the brain to maintain focus for longer periods, neurofeedback can help children with working memory challenges stay on task during token search activities, leading to better performance.

Reducing impulsivity: Neurofeedback helps children learn to regulate their brain activity, which can lead to a decrease in impulsive behavior. This can result in better decision-making during token search tasks, as children take the time to consider their options carefully.

Building self-awareness: As children become more aware of their brain activity through neurofeedback, they can learn to recognize when they need to refocus during working memory tasks, like token search, leading to improved performance.

In conclusion, neurocognitive training and neurofeedback offer promising solutions for teenagers with ADHD who are looking to enhance their working memory and academic performance.

Our team of experts recognizes the challenges faced by parents and their teens and emphasizes the importance of cognitive function skills like working memory.

Through customized token search exercises, visually appealing activities, progressive tasks, and encouraging strategic thinking, neurocognitive training aims to improve working memory abilities over time.

Additionally, neurofeedback focuses on strengthening neural connections, providing individualized training, improving sustained attention, reducing impulsivity, and building self-awareness. By incorporating these techniques, teenagers with ADHD can develop better working memory skills, leading to improved cognitive function and overall academic success.

Reach out today and book your FREE call with our team.

References:

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Beck, S. J., Hanson, C. A., Puffenberger, S. S., Benninger, K. L., & Benninger, W. B. (2010). A controlled trial of working memory training for children and adolescents with ADHD. Journal of Clinical Child & Adolescent Psychology, 39(6), 825-836.

Link: https://www.tandfonline.com/doi/abs/10.1080/15374416.2010.517162

Gray, S. A., Chaban, P., Martinussen, R., Goldberg, R., Gotlieb, H., Kronitz, R., … & Tannock, R. (2012). Effects of a computerized working memory training program on working memory, attention, and academics in adolescents with severe LD and comorbid ADHD: A randomized controlled trial. Journal of Child Psychology and Psychiatry, 53(12), 1277-1284.

Link: https://onlinelibrary.wiley.com/doi/full/10.1111/j.1469-7610.2012.02592.x

Cortese, S., Ferrin, M., Brandeis, D., Buitelaar, J., Daley, D., Dittmann, R. W., … & Sonuga-Barke, E. J. (2015). Cognitive training for attention-deficit/hyperactivity disorder: Meta-analysis of clinical and neuropsychological outcomes from randomized controlled trials. Journal of the American Academy of Child & Adolescent Psychiatry, 54(3), 164-174.

Link: https://www.sciencedirect.com/science/article/pii/S0890856715000211

Lofthouse, N., Arnold, L. E., Hersch, S., Hurt, E., & DeBeus, R. (2012). A review of neurofeedback treatment for pediatric ADHD. Journal of Attention Disorders, 16(5), 351-372.

Link: https://journals.sagepub.com/doi/10.1177/1087054711427530