Is Neurocognitive Training Right for Your Child? Enhancing Executive Functions in ADHD

We know you have questions about Neurocognitive Training and are probably wondering if it’s right for your child.

Here’s a list of the most popular questions we receive on Neurocognitive Training:

1. What is neurocognitive training?

Neurocognitive training is a set of exercises and activities designed to enhance brain function, particularly in areas such as memory, attention, executive function, and processing speed. The primary goal is to improve cognitive abilities, leading to better overall brain health and performance in daily life.

2. How does neurocognitive training work?

Neurocognitive training engages the brain in tasks that target specific cognitive skills. These tasks are designed to be challenging, requiring the brain to adapt and improve its processing to accomplish them successfully. This process is based on neuroplasticity, the brain’s ability to change and adapt in response to new experiences and challenges.

3. What are the benefits of neurocognitive training for children with ADHD?

The benefits of neurocognitive training for children with ADHD include improvements in executive functions (such as working memory, cognitive flexibility, and inhibitory control), better academic performance, enhanced social skills, and emotional regulation. These improvements can lead to a higher quality of life for the child.

4. How is neurocognitive training different from traditional tutoring or therapy?

Traditional tutoring focuses on helping children with academic content, while therapy often addresses emotional or behavioural issues. Neurocognitive training, on the other hand, targets the underlying cognitive skills that contribute to learning and daily functioning, making it a more comprehensive and targeted approach.

5. How long does it take to see improvements in my child’s cognitive skills and behaviour?

The timeline for improvements varies depending on the individual, the specific cognitive skills being targeted, and the frequency and consistency of training sessions. Some children may show improvements within a few days, while others may take several weeks to see significant changes. However, we see significant improvement within one month of training in most cases. 

6. How often should my child participate in neurocognitive training sessions?

The frequency of neurocognitive training is 6 min training per day. The more a child trains, the better. It’s powerful but fun!  Our teenage clients enjoy training as it feels like playing a game. 

7. Does scientific research support neurocognitive training?

Yes, a growing body of research supports the efficacy of neurocognitive training for improving cognitive skills and addressing various conditions, including ADHD. However, more research is needed to determine the most effective training methods.

8. Can neurocognitive training replace the medication for ADHD, or should it be used in conjunction with medication?

Neurocognitive training can be used as a standalone intervention, complementary approach to medication, or alternative before trying medication. The decision should be made case-by-case in consultation with a healthcare professional.

9. Are there any side effects or risks associated with neurocognitive training?

Neurocognitive training is generally considered safe and non-invasive. However, some individuals may experience temporary fatigue or frustration due to the challenging nature of the tasks. It’s similar to muscle training that can cause muscle fatigue in the first week of training at the gym.   Working with a qualified practitioner who can monitor progress and adjust the program as needed is essential.

10. How do I know if my child is a good candidate for neurocognitive training to improve executive functions?

Neurocognitive is a powerful tool to enhance children’s executive functions.  If your child shows symptoms of executive functioning, specific difficulties with planning, organizing, or self-regulation, and overall cognitive strengths and weaknesses, your child may be a good candidate to try non-invasive neurocognitive training.  

References:

Sonuga-Barke, E. J., Brandeis, D., Cortese, S., Daley, D., Ferrin, M., Holtmann, M., … & European ADHD Guidelines Group. (2013). Nonpharmacological interventions for ADHD: systematic review and meta-analyses of randomized controlled trials of dietary and psychological treatments. American Journal of Psychiatry, 170(3), 275-289. https://doi.org/10.1176/appi.ajp.2012.12070991

Johnstone, S. J., Roodenrys, S., Blackman, R., Johnston, E., Loveday, K., Mantz, S., & Barratt, M. F. (2012). Neurocognitive training for children with and without AD/HD. Attention Deficit and Hyperactivity Disorders, 4(1), 11-23. https://doi.org/10.1007/s12402-011-0069-8

Cortese, S., Ferrin, M., Brandeis, D., Buitelaar, J., Daley, D., Dittmann, R. W., … & European ADHD Guidelines Group. (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. https://doi.org/10.1016/j.jaac.2014.12.010