Rehabilitación neuropsicológica grupal en niños con TDAH: Una revisión de alcance

Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders in childhood, affecting approximately 5–7% of children worldwide. The disorder is characterized by persistent patterns of inattention, hyperactivity, and impulsivity that significantly impact academic performance, social relationships, emotional regulation, and overall functioning. In addition to behavioral symptoms, numerous studies have documented deficits in several neuropsychological domains among children with ADHD, particularly in executive functions, attention regulation, working memory, inhibitory control, and cognitive flexibility. Although pharmacological treatments remain a common component of ADHD management, there is increasing recognition of the importance of non-pharmacological interventions that target cognitive and neuropsychological processes underlying the disorder. Among these approaches, neuropsychological rehabilitation and cognitive training programs have been developed to improve executive functioning, attentional control, and behavioral self-regulation. In recent years, group-based intervention formats have gained attention in clinical and educational settings. Group neuropsychological rehabilitation programs may offer several advantages compared with individual interventions, including opportunities for peer interaction, social learning, ecological practice of cognitive and behavioral strategies, and improved accessibility and cost-effectiveness. Furthermore, group interventions may facilitate the development of social skills and self-regulation strategies within a naturalistic context that mirrors real-world environments such as classrooms or peer groups. Despite the growing implementation of group-based neuropsychological interventions for children with ADHD, the scientific literature remains fragmented. Existing studies vary substantially in terms of intervention models, theoretical frameworks, neuropsychological targets, duration and intensity of treatment, outcome measures, and study designs. Consequently, it is currently difficult to obtain a comprehensive understanding of the characteristics, scope, and effectiveness of these interventions. To address this gap, the present study will conduct a scoping review aimed at systematically mapping the available scientific literature on group-based neuropsychological rehabilitation interventions in children diagnosed with ADHD. The review will follow methodological recommendations from the Joanna Briggs Institute (JBI) for scoping reviews and the PRISMA Extension for Scoping Reviews (PRISMA-ScR). The objectives of this review are to: Identify and map the existing studies that evaluate group-based neuropsychological rehabilitation interventions in children with ADHD. Describe the main characteristics of these interventions, including theoretical approaches, targeted cognitive domains, duration, structure, and professionals involved. Examine the neuropsychological and behavioral outcomes assessed in the literature. The results of this review are expected to provide a comprehensive overview of current evidence on group neuropsychological rehabilitation for ADHD. Specifically, the review will generate an evidence map summarizing intervention characteristics, cognitive targets, and reported outcomes across studies. Additionally, the findings will help identify limitations in the current literature, such as methodological inconsistencies, underrepresented populations, or insufficiently studied neuropsychological domains. Ultimately, this scoping review aims to inform researchers, clinicians, and educators about the current state of the evidence regarding group-based neuropsychological rehabilitation for ADHD, while also providing guidance for the development of future intervention programs and research studies in the field of pediatric neuropsychology.