The Assessment of the Impact of Training With Various Metacognitive Interventions on the Enhancement of Verbal Fluency in School-Age Children With ADHD
Restricted accessResearch articleFirst published online January, 2023
The Assessment of the Impact of Training With Various Metacognitive Interventions on the Enhancement of Verbal Fluency in School-Age Children With ADHD
The aim of this study was to examine whether a 3-month training with the use of the metacognitive strategies would strengthen the executive function related to verbal fluency in children with ADHD.
Method:
A total of 45 children with ADHD (M = 10.41; SD = 1.42) participated in a randomized experimental study. They completed the Verbal Fluency Test before and after training.
Result:
The results of the Wilcoxon test show that the mean number of words spoken by the child increased significantly in the second measurement compared to the first in the Mind Map group (M = 11.40; SD = 4.03; M = 14.46; SD = 3.99; p = .001). Unfortunately, this data did not apply to the Sketchnoting Group. Verbal regression was noted in the Control Group.
Conclusion:
The results provide an interesting premise for further research. Perhaps Mind Mapping training can be an effective form of complementary therapy.
BarkleyR. A. (1994). Impaired delayed responding: A unified theory of attention-deficit hyperactivity disorder. In RouthD. K. (Ed.), Disruptive behavior disorders in childhood (pp. 11–57). Plenum Press. https://doi.org/10.1007/978-1-4899-1501-6_2
2.
BarkleyR. A. (1997). Behavoral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65–94. https://doi.org/10.1037/0033-2909.121.1.65
3.
BarkleyR. A. (2015a). Etiologies of ADHD. In BarkleyR. A. (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (pp. 356–390). The Guilford Press.
4.
BarkleyR. A. (2015b). Executive functioning and self-regulation viewed as an extended phenotype: Implications of the theory for ADHD and its treatment. In BarkleyR. A. (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (pp. 405–434). The Guilford Press.
5.
BiechowskaD.KaczmarekI.WitkowskaM.SteinbornB. (2012). Fluency task utility in differential diagnosis of neurological disorders in children and adolescence. Neurologia Dziecięca, 21(42), 45–51.
6.
Bobkowicz-LewartowskaL.GiersM. (2016). Spostrzeganie temperamentu dzieci z ADHD przez nauczycieli i rodziców. Kwartalnik Pedagogiczny, 239(1), 156–176.
7.
BorkowskaA. R. (2014). Procesy uwagi i hamowania reakcji u dzieci z ADHD z perspektywy rozwojowej neuropsychologii klinicznej [Processes of attention and reaction inhibition in children with ADHD from the perspective of developmental clinical neuropsychology]. UMCS
8.
BorkowskaA. R.Sajewicz-RadkeU.LipowskaM.KalkaD. (2016). Bateria diagnozy funkcji poznawczych u dzieci w wieku 10-12 lat: PU1. Podręcznik. [Diagnosis battery of cognitive functions in children aged 10–12 years: PU1. The coursebook]. PTPiP
9.
BronowskiJ. (1977). Human and animal languages. BronowskiW. J. (Ed.), A sense of the future (pp. 104–131). MIT Press.
CohenM. J.StanczakD. E. (2000). On the reliability, validity, and cognitive structure of the thurstone word fluency test. Archives of Clinical Neuropsychology, 15(3), 267–279. https://doi.org/10.1016/s0887-6177(99)00017-7
D’AntoniA. V.ZippG. P.OlsonV. G.CahillT. F. (2010). Does the Mind Map learning strategy facilitate information retrieval and critical thinking in medical students?BMC Medical Education, 10, 61. https://doi.org/10.1186/1472-6920-10-61
14.
DuPaulG. J.KernL.GormleyM. J.VolpeR. J. (2011). Early intervention for young children with ADHD: Academic outcomes for responders to behavioral treatment. School Mental Health3, 117–126. https://doi.org/10.1007/s12310-011-9053-x
15.
EpsteinJ. N.LorenR. E. (2013). Changes in the definition of ADHD in DSM-5: Subtle but important. Neuropsychiatry, 3(5), 455–458. https://doi.org/10.2217/npy.13.59
16.
FlavellJ. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911.
17.
FusterJ. M. (1980). The prefrontal cortex. Raven.
18.
GascoineL.HigginsS.WallK. (2017). The assessment of metacognition in children aged 4–16 years: Systematic review. Review of Education, 5(1), 3–57. https://doi.org/10.1002/rev3.3077
19.
HeidemanP. D.FloresK. A.SevierL. M.TroutonK. E. (2017). Effectiveness and adoption of a drawing-to-learn study tool for recall and problem solving: Minute sketches with folded lists. CBE Life Sciences Education, 16(2), ar28. https://doi.org/10.1187/cbe.16-03-0116
20.
HockleyW. E. (2008). The picture superiority effect in associative recognition. Memory & Cognition, 36, 1351–1359. https://doi.org/10.3758/MC.36.7.1351
21.
JanuszewskaE.JanuszewskiA. (2016). Nadpobudliwość psychoruchowa-kryteria diagnostyczne, przebieg i trudności na różnych etapach rozwoju [Psychomotor hyperactivity- diagnostic criteria, course and difficulties at various stages of development]. Rocznik Filozoficzny Ignatianum, XXII(2), 28–51. https://doi.org/10.5281/zenodo.260148
22.
KajkaN. (2018). Trudności w nauce czytania i pisania u dzieci z ADHD [Difficulty learning to read and write in children with ADHD]. Szkoła Specjalna, 3, 212–218.
23.
KajkaN. (2019). The influence of metacognitive training on the improvement of working memory in children with ADHD. Current Problems of Psychiatry, 20(3), 217–227. https://doi.org/10.2478/cpp-2019-0015
24.
KajkaN.KulikA. (2021). The influence of metacognitive strategies on the improvement of reaction inhibition processes in children with ADHD. International Journal of Environmental Research and Public Health, 18(3), 878. http://dx.doi.org/10.3390/ijerph18030878
25.
LipowskaM.BogdanowiczM.BulińskiL. (2008). Language skills in children with ADHD and dyslexia. Acta Neuropsychologica, 6(4), 369–379.
26.
MautoneJ. A.LeflerE. K.PowerT. J. (2011). Promoting family and school success for children with ADHD: Strengthening relationships while building skills. Theory Into Practice, 50(1), 43–51. https://doi.org/10.1080/00405841.2010.534937
27.
MedinaM. S.CastleberryA. N.PerskyA. M. (2017). Strategies for improving learner metacognition in health professional education. American Journal of Pharmaceutical Education, 81(4), 78. https://doi.org/10.5688/ajpe81478
28.
MeltzerL. (2014). Teaching executive functioning processes: Promoting metacognition, strategy use, and effort. In GoldsteinS.NaglieriJ. (Eds.), Handbook of executive functioning (pp. 445–473). Springer. https://doi.org/10.1007/978-1-4614-8106-5_25
29.
Paepcke-HjeltnessV.MinaM.CyamaniA. (2017). Sketchnoting: A new approach to developing visual communication ability, improving critical thinking and creative confidence for engineering and design students [Conference session]. IEEE Frontiers in Education Conference (FIE), Indianapolis, IN. https://doi.org/10.1109/fie.2017.8190659
30.
PerryK.WeimarH.BellA. (2017). Sketchnoting in school: Discover the benefits (and fun) of visual note taking. Rowman & Littlefield Publishers.
31.
QianY.ChenM.ShuaiL.CaoQ. J.YangL.WangY. F. (2017). Effect of an ecological executive skill training program for school-aged children with attention deficit hyperactivity disorder: A randomized controlled clinical trial. Chinese Medical Journal, 130(13), 1513–1520. https://doi.org/10.4103/0366-6999.208236
32.
RosellóB.BerenguerC.BaixauliI.MiraÁ.Martinez-RagaJ.MirandaA. (2020). Empirical examination of executive functioning, ADHD associated behaviors, and functional impairments in adults with persistent ADHD, remittent ADHD, and without ADHD. BMC Psychiatry, 20(1), 134. https://doi.org/10.1186/s12888-020-02542-y
33.
RubialesJ.BakkerL.RussoD. (2013). Fluidez verbal fonológica y semántica en niños con Trastorno por déficit de atención e hiperactividad [Phonological and semantic verbal fluency in children with Attention deficit hyperactivity disorder]. Neuropsicologia Latinoamericana, 5(3), 7–15. https://dx.doi.org/10.5579/rnl.2013.0153
34.
ShaoZ.JanseE.VisserK.MeyerA. S. (2014). What do verbal fluency tasks measure? Predictors of verbal fluency performance in older adults. Frontiers in Psychology, 5, 772. https://doi.org/10.3389/fpsyg.2014.00772
35.
SperottoL. (2016). The visual support for adults with moderate learning and communication disabilities: How visual aids support learning. International Journal of Disability, Development and Education, 63(2), 260–263. https://doi.org/10.1080/1034912X.2016.1153256
36.
ŚpiewakS.ZiajaJ.DolińskiD. (2003). Wpływ przeciążenia poznawczego na dostępność zasobów: efekt rozgrzania poznawczego. Przegląd Psychologiczny, 46(3), 291–306.
37.
SzepiatowskaE. M.GawdaB. (2016). Mechanizmy neuronalne fluencji semantycznej i literowej: badania z użyciem fMRI. Implikacje kliniczne. Polskie Forum Psychologiczne, 21(2), 170–187. https://doi.org/10.14656/PFP20160202
38.
TakácsÁ.KóborA.TárnokZ.CsépeV.(2014). Verbal fluency in children with ADHD: Strategy using and temporal properties. Child Neuropsychology, 20(4), 415–429. https://doi.org/10.1080/09297049.2013.799645
39.
TammL.NakoneznyP. A. (2015). Metacognitive executive function training for young children with ADHD: A proof-of-concept study. Attention Deficit and Hyperactivity Disorders, 7(3), 183–190. https://doi.org/10.1007/s12402-014-0162-x
40.
TammL.NakoneznyP. A.HughesC. W. (2014). An open trial of a metacognitive executive function training for young children with ADHD. Journal of Attention Disorders, 18(6), 551–559. https://doi.org/10.1177/1087054712445782
41.
TateR.KennedyM.PonsfordJ.DouglasJ.VelikonjaD.BayleyM.Stergiou-KitaM. (2014). INCOG recommendations for management of cognition following traumatic brain injury, part III: executive function and self-awareness. The Journal of Head Trauma Rehabilitation, 29(4), 338–352. https://doi.org/10.1097/HTR.0000000000000068
42.
ThurstoneL. L. (1938). Primary mental abilities. University of Chicago Press.
43.
TrujilloC. L.ÁlvarezC. P.ZamudioM. N.MoralesG. (2015). Facilitating vocabulary learning through metacognitive strategy training and learning journals. Colombian Applied Linguistics Journal, 17(2), 246–259. https://doi.org/10.14483/udistrital.jour.calj.2015.2.a05
44.
YoroA. J.FourieJ. V.van der MerweM. (2020). Learning support strategies for learners with neurodevelopmental disorders: Perspectives of recently qualified teachers. African Journal Of Disability, 9, 561. https://doi.org/10.4102/ajod.v9i0.561
