The Effect of Visual-Motor Imagery Training on CPT Performance in Children with Attention Deficit Hyperactivity Disorder

Attention Deficit Hyperactivity Disorder is a widespread problem that affects many aspects of the academic and social system. The development of techniques aimed at cognitive remediation of attention disorders is one approach to helping deal with the high prevalence of ADHD in school-age children. In order to serve most efficiently students with attention deficits, these techniques should be implemented on an institutional level. We have developed a cognitive training program, the Attention Education Program (AEP), that uses techniques of visual-motor imagery to increase ADHD children’s attention control. In this study we examined the effects of AEP training on elementary school children with ADHD. Thirty children from the Quebec special education system, who were rated as having ADHD, participated in two testing sessions on the Conners CPT with sessions six months apart. Approximately one-half of the subjects received AEP training during the six-month interval between tests, while the other group received no training. AEP training led to improvement on CPT reaction times in ADHD children, and to a reduction in CPT errors in a subgroup of hyperactive subjects. These results suggest potential therapeutic value of cognitive remediation programs implemented in the school system.