Table 2 Neurocognitive measurements and outcomes |
|
|
|
|
|
Reference (year)
Type of intervention
|
P:
|
Neurocognitive tests
|
Neurocognitive Domain
|
Outcome
|
Effect sizes
|
|
R: |
Reported neurocognitive and daily life
questionnaires |
Domain |
|
|
Riggs et al. (2017)
Exercise training
|
P:
|
CANTAB
- Rapid visual information processing
- Match to sample visual search
- Simple reaction time
- Choice reaction time
- Delayed matching to sample
|
- Attention
- Attention
- Processing speed
- Processing speed
- Short-term memory
|
Reaction time and accuracy were averaged across all subtests.
Group setting: improvement of reaction time and carryover, improved
fitness predicted reaction.
Improved reaction time after training intervention was associated with
increased fractional anisotropy integrity and hippocampal volume.
No significant training effects for accuracy.
|
N.R.
|
Szulc-Lerch et al. (2018)
Exercise training
|
P:
|
CANTAB
- Rapid visual information processing
- Match to sample visual search
- Simple reaction time
- Choice reaction time
- Delayed matching to sample
|
- Attention
- Attention
- Processing speed
- Processing speed
- Short-term memory
|
Reaction time and accuracy were averaged across all subtests.
Increased cortical thickness (right hemisphere) was associated with
improved performance of reaction time.
Greater cortical thickness across the cortex was associated with
decreased reaction time and improved short-term memory.
|
N.R.
|
Cox et al. (2020)
Exercise training
|
P:
|
MEG
- Visual-motor Go- and Go/No-Go task
|
- Response latency and accuracy
|
Improvement of response accuracy during No-Go task.
Significant changes in functional connectivity during Go/No-Go task.
No significant change in response latency after exercise training.
|
N.R.
|
Rath et al. (2018) Individually tailored exercise training |
P: |
WASI-II |
Cognitive function |
No significant improvement in cognitive
function |
N.R. |
|
R:
|
ABAS-II
ASEBA
|
Adaptive function
Mental health
|
Improvement in several adaptive functions (community use, home living,
health and safety, leisure, self-direction, and global adaptive) but no
improvement in mental health.
|
N.R.
|
Fontana et al. (2021)
Purely physical or physical and attentional exercises
|
P:
|
CPT-II
WISC-IV
- Digit span
- Letter-number sequencing
- Coding
- Symbols
Tests of executive functions
- Verbal fluency test
- Figurative fluency test
Stroop test
Trial Making test
CMS
- Verbal long-term memory
- Visuo-spatial long-term memory
|
Inattentiveness, impulsivity, vigilance, and sustained attention
- Working memory
- Working memory
- Processing speed
- Processing speed
- Initiation
- Inhibition
Planification processes
Shifting
- Verbal long-term memory
- Visuo-spatial long-term memory
|
No significant differences on test results were identified for type of
intervention, or the sequence of the intervention.
Significant changes in long-term memory (encoding and delayed recall of
CMS).
No significant difference between patients on- versus off- therapy were
seen, nor between CNS tumor patients or others.
|
N.R.
|
|
R:
|
BRIEF
CBCL
RCMAS
|
Executive behavior and emotional regulation
Behavioral status
Anxiety
|
Significant difference appeared in mood and behavioral domains, with a
significant decrease in anxiety, better emotional control, and
organization but no difference for other executive processes.
|
N.R.
|
Table 2 (continued) |
|
|
|
|
|
Reference (year)
Type of intervention
|
P:
|
Neurocognitive tests
|
Neurocognitive Domain
|
Outcome
|
Effect sizes
|
|
R: |
Reported neurocognitive and daily life
questionnaires |
Domain |
|
|
Kanitz et al. (2013) Eurythmy Therapy
|
P:
|
Hamburg-WISC-IV or WIE
BEERY VMI
|
Full-scale IQ
Visual-motor integration
|
All patients improved for full-scale IQ and processing speed. Working
memory index improved in 6/7 patients. Verbal comprehension improved in
3/7 patients. Perceptual reasoning improved in 5/7 patients.
Visual-motor integration improved in 5/7 patients. Others
deteriorated.
|
N.R.
|
Patel et al. (2009) Cognitive and Problem-solving training
|
P:
|
WISC-III
CPT
WRAT– 3rd revision
WJ ACH-Revised
- writing samples
- passage comprehension
|
Auditory attention
Sustained attention
Written computational skills
- Infer from short passages
- Quality of written expression
|
All neurocognitive scores consistently had some degree of improvement,
writing samples test was significant.
|
N.R.
|
|
R:
|
SSRS
CBCL
|
Social behavior
Behavior and emotional functioning
|
All reported scores consistently had some degree of improvement, SSRS
standard score was significant
|
N.R.
|
Conklin et al. (2015)
Cogmed
|
P:
|
WASI
- Vocabulary
- Matrix reasoning
WISC-V
- Spatial span
- Digit span
- Letter-number-sequencing
CPT-II
WJ III ACH
- Reading fluency
- Math fluency
|
Abbreviated IQ
Working memory
Sustained attention
Academic fluency
|
Spatial span forwards (attention) and backwards (working memory)
significantly improved, short-term, in the Cogmed group.
Processing speed (CPT-reaction time) was significantly short-term
improved.
Academic fluency was not different in Cogmed group compared to control
group.
|
Effect size 0.65
Cohens’ d
0.03 – 0.84
|
|
R:
|
CRS III (parents)
BRIEF
|
Inattention and executive functioning
Working memory and metacognition
|
Significant greater reduction in parent reported inattention and
executive dysfunction in Cogmed group.
|
Cohens’ d
0.36 – 0.84
|
Conklin et al. (2017)
Cogmed
|
P:
|
WASI
- Vocabulary
- Matrix reasoning
WISC-V
- Spatial span
- Digit span
- Letter-number-sequencing
CPT- II
WJ III ACH
- Reading fluency
- Math fluency
|
Abbreviated IQ
Working memory
Sustained attention
Academic fluency
|
Greater immediate improvement of attention (CPT-omissions).
Higher pre-intervention IQ and more Cogmed training sessions were
predictors for greater change in working memory outcomes (spatial span
backwards).
Stable performance on most measures between immediate postintervention
and six-months postintervention except for spatial span forward
(improved in Cogmed group) and CPT-omissions (declined in Cogmed
group)
|
N.R.
|
|
R:
|
CRS III (parents)
BRIEF
|
Inattention and executive functioning
Working memory and metacognition
|
N.R.
|
N.R.
|
Table 2 (continued) |
|
|
|
|
|
Reference (year)
Type of intervention
|
P:
|
Neurocognitive tests
|
Neurocognitive Domain
|
Outcome
|
Effect sizes
|
|
R: |
Reported neurocognitive and daily life questionnaires |
Domain |
|
|
Hardy et al. (2013)
Cogmed or MegaMemo
|
P:
|
WASI
WRAML 2
- Number Letter
- Finger Windows
- Symbolic Memory
- Verbal Working Memory
|
Intelligence
- Attention/Concentration
- Attention/Concentration
- Working Memory
- Working Memory
|
Symbolic working memory (WARML2) significantly increased immediate post
intervention in the adaptive group but was no longer significant
3-months after the end of the intervention. Around 1/3th of patients in
adaptive group showed clinically meaningful increase on symbolic working
memory. No other outcome was significantly different between the
adaptive and nonadaptive group.
|
Cohen’s d
-0.21 - 1.22
|
|
R:
|
CRS III
- Inattention
- Learning
|
Attention and behavior
|
Adaptive group showed greater improvement in learning problems (CRS),
45% reached clinical meaningful improvement, effect was not maintained
after 3 months. Inattention did not significantly differ.
|
Cohen’s d
0.21 - 0.38
|
Siciliano et al. (2021) Cogmed: adaptive or non-adaptive
|
P:
|
WASI-II
WISC-V, working memory index (WMI)
- Digit span
- Letter Number sequencing
NIH Toolbox CB
- Dimensional Change Card Sort Test
- Flanker Inhibitory Control and Attention Test
- List Sorting Working Memory Test
- Pattern Comparison Processing Speed Test
- Picture Sequence Memory Test
|
Intelligence
- Working memory
- Working memory
- Cognitive flexibility and attention
- Executive function and Inhibition
- Working memory
- Processing speed
- Episodic memory
|
WMI (WISC-V) significantly improved from 10.4 months post-surgery
(pre-intervention) to 9.1 weeks post-intervention. Effects were not
maintained at 14.5 weeks and 13 months post-intervention. NTCB fluid
cognition composite scores were significantly improved at all timepoints
(9.1 weeks, 14.5 weeks, and 13.5 months post-intervention) compared to
pre-intervention. NTCB fluid cognition scores were significantly
improved at at 14.5 weeks post-intervention compared to 9.1 weeks
post-intervention.
Adaptive and non-adaptive Cogmed group did not significantly
differed.
|
N.R.
|
|
R:
|
BRIEF
CBCL
- Attention problems scale
|
Executive function
- Attention
|
13.5 months after intervention, adaptive group reported significant
lower (improvement) on global executive composite scores of the
parent-reported BRIEF compared to post-intervention.
|
N.R.
|
Carlson-Green et al. (2017) Cogmed
|
P:
|
Automated Working Memory Assessment
WJ ACH
- applied problems
- passage comprehension ability
|
Visual-spatial and verbal working memory
- Math problem solving
- Reading comprehension abilities
|
Extended training showed no significant improvement on Cogmed Training
Index score. Six months following intervention, Digit recall, Word
recall, Dot matrix, Spatial Recall, Block recall, Mr. X, and Spatial
recall were significant improved (AWMA). Applied math was significantly
improved (WJ-III).
|
N.R.
|
|
R:
|
CBCL
BRIEF
ABAS-II
|
Emotional and behavior problems
Executive functioning
Adaptive functions
|
Executive functioning, and subscales as working memory, inhibitory
control, self-monitoring, and planning/organization were significantly
improved (BRIEF). Significant reduction of symptoms of somatic
complaints and attention (CBCL), and improved social skills (ABAS-II)
were reported.
|
N.R.
|
Peterson et al. (2022)
Cogmed or JumpMath
|
P:
|
WISC-IV
- Digit span backwards
- Letter-number sequencing
WARML2
- Symbolic working memory
- Verbal working memo
|
- Working Memory
- Working Memory
Academic Achievement
- Working memory
- Working memory
|
JumpMath group scored significantly better on mathematics calculation
(WJ-III) compared to control. Cogmed group did not differ compared to
control.
Cogmed group significantly improved on Digit span backwards (WISC-IV)
and symbolic working memory subtest (WRAML2) compared to control.
|
N.R.
|
Table 2 (continued) |
|
|
|
|
|
Reference (year)
Type of intervention
|
P:
|
Neurocognitive tests
|
Neurocognitive Domain
|
Outcome
|
Effect sizes
|
|
R: |
Reported neurocognitive and daily life
questionnaires |
Domain |
|
|
|
|
WJ III ACH
- Applied problem
- Quantitative Concepts
- Calculation
- Math Fluency
WASI-II
|
Mathematics reasoning
- Mathematics reasoning
- Mathematics calculation
- Mathematics calculation
- Intelligence
|
JumpMath group significantly improved on Digit span backwards (WISC-IV)
compared to control.
|
|
Palmer et al. (2014)
Fast ForWord
|
P:
|
WJ III ACH
- Letter-Word identification
- Word Attack
|
Reading decoding
|
No significant difference in change over time in reading decoding scores
between intervention group and control.
|
N.R.
|
Zou et al. (2016)
Fast ForWord
|
P:
|
WJ III ACH
- Sound awareness
- Word Attack
- Reading Fluency
|
Reading abilities
- Phonemic awareness
- Grapheme awareness
- Higher order reading efficiency and comprehension
|
Declining trend in intervention and control group in all reading scores,
except for sound awareness which was significantly higher in the
intervention group at 2.9 years after intervention.
|
N.R.
|
Hardy et al. (2011) Captain’s Log
|
P:
|
WISC-IV, WMI
- Digit-span
- Letter-number sequencing
|
Working memory
|
Trend of improved WMI (WISC-IV) over time, with significant improvement
of digit span forward.
Pre-intervention IQ and time trained were positively correlated with
digit span forward scores.
|
N.R.
|
|
R: |
CRS (parents) |
Attention and behavior |
Parent reported
attentional problems significantly decreased over time. |
N.R. |
Butler et al. (2008) Cognitive Remediation Program
|
P:
|
WRAT, 3rd revision
- Reading decoding
- Spelling
- Arithmetic computation
- Sentence memory
WJ ACH, Revised
- Calculation
- Applied problems
Peabod Individual Achievement Test, Revised
- Reading Comprehension
WISC-III
- Arithmetic
- Digit span, backwards
CMS
- Stories, delayed recall
Rey Auditory Verbal Learning Test, delayed recall
Stroop Color-Word Test
Trail Making Test B
Brief Test of Attention
|
- Academic achievement
- Academic achievement
- Academic achievement
- Brief focused attention
- Academic achievement
- Academic achievement
- Academic achievement
- Academic achievement
- Brief focused attention, Working Memory
- Brief focused attention, Memory recall
Brief focused attention, Memory recall
Working memory
Working memory
Working memory
|
Significant improvement of academic achievement index score in the CRP
group, improvement was significant different compared to control.
Both groups improved on Brief focused attention index score, Working
memory index scores, Memory recall index scores, and Vigilance index
score, no significant differences.
No significant difference in Learning Index scores, CRP group did
significantly acquire more Learning strategies.
|
Effect size
-0.70-1.04
|
Table 2 (continued) |
|
|
|
|
|
Reference (year)
Type of intervention
|
P:
|
Neurocognitive tests
|
Neurocognitive Domain
|
Outcome
|
Effect sizes
|
|
R: |
Reported neurocognitive and daily life
questionnaires |
Domain |
|
|
|
|
Rey-Osterrieth Complex Figure Test
- Delayed Recall
CPT- II
Strategies Assessment Measure
|
Memory recall
Vigilance
Learning
|
|
|
|
R:
|
CRS
Culture-Free Self-Esteem inventory
|
Rating of attention
Self-Esteem
|
Parent reported cognitive problems, attention, and ADHD symptoms (CRS)
were significantly improved. Teacher reported attention and cognitive
problems (CRS) were significantly improved.
|
Effect size
-0.70-1.04
|
Zou et al. (2012) Cognitive Remediation Program
|
P:
|
CPT-II (fMRI)
|
/
|
Clinical competence index (CPT) significantly decreased after
intervention.
|
Cohen’s d
-1.4- -0.6
|
|
R: |
CRS |
/ |
Parent reported cognitive problems inattention and ADHD
symptoms improved in both groups. The improvement in the CRP group was
significant for parent reported CRS scores. |
Cohen’s
d
-0.6
|
Kesler et al. (2011) Cognitive Rehabilitation Curriculum
|
P:
|
WISC-IV or WAIS-III
WRAT 2nd edition
- List memory
- Picture memory
NEPSY II or D-KEFS
WJ III
- Cancellation Test
Motor Free Test of Visual Perception, 3rd
Edition
|
Intellectual function
- Verbal memory
- Visual memory
Cognitive flexibility
- Attention and Processing speed
Spatial relations visual discrimination, visual memory
|
Significant increased processing speed index (WISC-IV or WAIS-III), Sort
test (NEPSY II or DKEFS), List Memory (WRAML2), and Picture Memory
(WRAML2)
|
Effect size
0.29 – 1.1
|
Wade et al. (2020)
A Survivor’s Journey
|
P:
|
WASI
|
Intellectual functioning
|
Average and above average IQ moderated improvement in self-reported
BRIEF.
|
N.R.
|
|
R:
|
Center for Epidemiology Scale for Depression
BRIEF
PedsQL
|
Depression
Executive function
Quality of life
|
Self-reported emotional QoL (PedsQL) and parent reported total and
physical QoL (PedsQL) were significantly improved after intervention.
No effect on depressive or executive functions.
|
Cohen’s d
0.04 - 0.58
|
De Ruiter et al. (2016) Neurofeedback training
|
P:
|
Attention Network Task
Visual sequencing task
WISC or WAIS
- Digit span foreward
- Digit span backwards
Stop signal task
Tracking and pursuit task
Abbreviated WAIS-III or WAIS-III
|
Attention and processing speed
Memory
- Memory
- Working memory
Inhibition (executive function)
Visuomotor integration
Intellectual functioning
|
No beneficial neurocognitive effects were found. Both groups
significantly improved for processing speed, visual sort-term memory,
working memory, and intelligence.
|
N.R.
|
Table 2 (continued) |
|
|
|
|
|
Reference (year)
Type of intervention
|
P:
|
Neurocognitive tests
|
Neurocognitive Domain
|
Outcome
|
Effect sizes
|
|
R: |
Reported neurocognitive and daily life questionnaires |
Domain |
|
|
|
R:
|
Kidscreen 27
Strengths and difficulties questionnaires
Self-perception profile for children/adolescents
Checklist individual strengths
BRIEF
Strengths and weaknesses of ADHD-symptoms and
normal-behavior
Sleep disturbance scale for children
|
HRQoL
Social-emotional functioning
Self-esteem
Fatigue
Behavioral and executive functioning
Attention
Sleep disturbance
|
No effects of neurofeedback training over placebo
|
N.R.
|
Thompson et al. (2001) Methylphenidate
|
P:
|
WISC-III or WAIS-III
Abbreviated WIAT
CPT
California Verbal Learning Test
WJ Cognitive Battery
- Visual- Auditory Learning Test
|
Global IQ
Academic achievement
Selective and sustained attention, reaction time and impulsivity
Verbal learning and recall
- Learning to read
|
Errors of omission and overall index (CPT) were significantly improved
in MPH group compared to control.
Improvements in errors of commission and reaction time (CPT) were not
significantly different between both groups.
Non-significant trend of improved CVLT and VAL scores in MPH
group.
|
N.R.
|
Conklin et al. (2007) Methylphenidate
|
P:
|
CPT
Stroop Word-Color Association Test
California Verbal Learning Test-Children
WJ Cognitive Battery
- Visual-Auditory Learning Test
WRAT
|
Sustained attention
Selective attention, impulsivity, and cognitive flexibility
Verbal Memory measure
- Learning and recall
Mathematics
|
Significant improvement was seen for Ink color naming time (STROOP) in
MPH group compared to control
|
N.R.
|
|
R: |
CRS
SSRS
|
Symptomatic ADHD behavior
Social
skills
|
Parents and teachers reported significant improvement in
inattention/ cognitive problems and ADHD index (CRS), for both low and
high dose. Teachers reported significant improvement in hyperactive
symptoms (CRS), social skills and academic competence (SSRS) in low and
high dose, as well as significant improved problem behavior (SSRS) in
high dose MPH administration. |
Effect
size
0.37 – 0.73
|
Conklin et al. (2010) Methylphenidate |
R: |
CRS
SSRS
|
Symptomatic ADHD behavior
Social
skills
|
45.28% had a significant decreased teacher reported
attention problems (CRS) on high dose MPH |
N.R. |
Conklin, Reddick et al. (2010) Methylphenidate
|
P:
|
WISC-III or WAIS-III
WIAT
CPT
|
Intellectual functioning
Academic achievement
Sustained attention
|
Significant improvement of all CPT indices. No change of intellectual
functioning (WISC-III or WAIS-III), and academic skills (WIAT).
Spelling (WIAT) significantly declined. MPH group performed
significantly better on CPT, parent- and self-reported attention CRS
compared to control.
|
N.R.
|
|
R: |
CRS
SSRS
|
Symptomatic ADHD behavior
Social
skills
|
Significant improvement self-, parent- and teacher reported
measures of attention, cognitive problems, and hyperactivity (CRS),
except for teacher reported cognitive problems. Parents also reported
significant improved |
N.R. |
Table 2 (continued) |
|
|
|
|
|
Reference (year)
Type of intervention
|
P:
|
Neurocognitive tests
|
Neurocognitive Domain
|
Outcome
|
Effect sizes
|
|
R: |
Reported neurocognitive and daily life
questionnaires |
Domain |
|
|
|
|
CBCL |
Social competence and behavior problems |
social skills
(SRSS), and internalizing and externalizing psychopathology (CBCL). |
N.R. |
Netson et al. (2011) Methylphenidate
|
P:
|
WIAT
CPT
|
Academic achievement
Attention
|
MPH group showed significant improvement of all CPT indices.
|
N.R.
|
|
R: |
CRS |
Attention |
Demographic and treatment-related variables
impacted parent- and teachers’ ratings of attention. Parent- and
teacher- reported CRS improved after one month but significantly
increased on 3-, 6- and 12 months. |
N.R. |
Castellino et al. (2012) Donepezil
|
P:
|
WASI
D-KEFS
WRAML 2
CPT
Woodcock Reading Mastery test
WJ III Calculations
|
Global Intelligence
Executive Function
Memory
Sustained attention, concentration
Achievement
Achievement
|
D-KEFS Tower Total, Towers Time Ratio, and Color/Word Inhibition were
significantly improved.
Visual Memory and Number/Letter scores were significantly improved
(WRAML).
Non-significant improvement of attention and concentration
(CPT-II).
|
Effect size
-0.67 – 1.14
|
|
R:
|
PedsQL
Quality of Life Assessment
BRIEF
Behavior Assessment System for Children, 2nd edition
Life Events Checklist
Pediatric Inventory for parents
|
HRQoL
HRQoL
Executive function
Behavioral Adjustment
Social competence
Family impact
|
Parent-reported executive function, plan/organize, ad working memory
(BRIEF) was non-significant improved.
|
Effect size
-0.74 - -0.05
|
Abbreviations: CANTAB, Cambridge Neuropsychological Test Automated
Battery; MEG, Magnetoencephalography; WASI, Wechsler Abbreviated Scale
of Intelligence; ABAS, Adaptive Behavior Assessment Scale; CPT,
Continuous Performance Test; WISC, Wechsler Intelligence Scale for
Children; WAIS, Wechsler Adult Intelligence Scale; WIE, Wechsler
Intelligenztest fur Erwachsene; CMS, Children Memory Scale; BRIEF,
Behavioral Rating Inventory of Executive Function; ASEBA, Achenbach
System Empirically Based Assessment; CBCL, Child Behavior Checklist;
RCMAS, Revised child manifest anxiety scale; BEERY VMI, Beery-Buktenica
Developmental test of visual-motor integration; WRAT, Wide range
achievement test; WJ, Woodcock-Johnson; WJ ACH, Woodcock-Johnson Test of
Achievement; CRS, Conners’ rating scale; WRAML, Wide Range Assessment of
Memory and Learning; NIH Toolbox CB, National Institutes of Health
Toolbox Cognition Battery; SSRS, Social skills rating system; D-KEFS,
Delis Kaplan Executive System Sorting test; PedsQL, Pediatric Quality of
Life Inventory; WIAT, Wechsler Individual Achievement Test; HRQol,
Health Related Quality of Life; N.R., Not Reported |
|
|
|
|
|