Enhancing Executive Function in Adolescents With ADHD: Preliminary Findings From a Multicomponent Intervention

BACKGROUND: Attention deficit hyperactivity disorder (ADHD) in adolescence is associated with executive function difficulties, which compromise academic performance, daily functioning, and adaptive behaviors. Occupational therapy is aimed at improving EF and occupation and participation impairments. This study presents preliminary findings on the effectiveness of a multicomponent intervention protocol designed to enhance cognitive abilities in adolescents with ADHD. METHODS: A quasi-experimental design with one-group, pretest-posttest, was used to evaluate the impact of the MOTI, which included computer-based cognitive training, academic skills training, and complementary but not mandatory a parents' psychoeducation group. Fifty-four adolescents aged 13-18 participated. Preintervention and postintervention assessments measured cognitive abilities and mental health indicators. RESULTS: Significant improvements were observed in working memory (digit span, CAB), mental flexibility (Trail Making B), and processing speed (Trail Making A). Omissions on the continuous attention test decreased (p = 0.046), and students self-reported better planning and organizing skills (p = 0.034). CONCLUSIONS: Evidence supports the effectiveness of the multicomponent intervention protocol (MOTI) in improving executive functions in adolescents aged 12-18 with ADHD. Initial analyses of the cognitive and academic skills training component reveal positive outcomes in targeted executive functions, reinforcing this multicomponent intervention as a valuable occupational therapy approach for this population.